1992
DOI: 10.1002/tl.37219925105
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Multimedia and the teaching‐learning process in higher education

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Cited by 13 publications
(8 citation statements)
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“…Borrowing Kemp's (1993, p.161-163) terminology from his research into the study strategies of distance education students who were using print based study guides, users might be either "serialists" (students who employed a largely linear approach and relied more heavily on the text's structure to direct their learning) or "selective samplers" (students who employed a non-sequential study route). The research literature in multimedia reports that the same phenomenon is observed with electronically presented material (Lamb, 1992).…”
Section: Design Considerations and Lessons Learnt From The Productionsupporting
confidence: 60%
“…Borrowing Kemp's (1993, p.161-163) terminology from his research into the study strategies of distance education students who were using print based study guides, users might be either "serialists" (students who employed a largely linear approach and relied more heavily on the text's structure to direct their learning) or "selective samplers" (students who employed a non-sequential study route). The research literature in multimedia reports that the same phenomenon is observed with electronically presented material (Lamb, 1992).…”
Section: Design Considerations and Lessons Learnt From The Productionsupporting
confidence: 60%
“…A huge bonus is that they develop the much-needed life skills of learning how to learn and taking responsibility for their own learning. [5][6][7] Teaching with technology has many wide-ranging positive effects, including facilitation of individualized learning and cooperative learning, as well as institutional partnering. MacPherson 8 reported a preliminary evaluation of the computer-based laboratories in the first-year dental histology course.…”
Section: Discussionmentioning
confidence: 99%
“…Students cannot read our minds, do not know our worldly experiences, have no idea of our struggles as learners unless we share this information with them. Haddock [15] refers to this role as a "nurturing professor". We like to use slightly more colloquial and anthropomorphic imaging: teacher as "border-collie", shepherding students along a chosen path yet keeping a distance and traveling along with them to the final destination.…”
Section: Role 1 Modeling ~H I N~~n G~r O C E S S~~g Skillsmentioning
confidence: 99%