|
|
|||
|
||||
OverviewThis textbook, the first of its kind, provides a practical, research-based guide to motivational support using technology in learning and instruction. The book opens with an introduction to the factors that determine motivation, their importance in learning and instruction, and a discussion of motivational design to optimize those factors. Throughout Motivation and Technology in Learning and Instruction, various instructional contexts will be used as examples to illustrate motivational problems and possible solutions. Motivational support will be guided by a systematic approach to analysis, design, development, implementation, and evaluation. The text will: Cover synchronous, asynchronous, interactive and user-generated technologies Address goal orientations, perceived value, self-efficacy, autonomy, control, and beliefs about knowledge and learning Review the concept of communities of learning and practice as an organizing framework Discuss the dynamics of motivational factors in terms of measurement issues and systemic perspectives Utilize the series framework involving Tell, Ask, Show, and Do Motivation and Technology in Learning and Instruction draws from the entirety of research on the subject and is an ideal textbook for courses in Educational Technology, Instructional Design, and Educational Psychology graduate programs. Full Product DetailsAuthor: ChanMin Kim (University of Georgia, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge ISBN: 9780415807319ISBN 10: 041580731 Pages: 288 Publication Date: 01 January 2021 Audience: College/higher education , Tertiary & Higher Education Format: Hardback Publisher's Status: Active Availability: Not yet available This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release. Table of ContentsReviewsAuthor InformationChanMin Kim is an Assistant Professor of Educational Psychology and Instructional Technology at the University of Georgia. Tab Content 6Author Website:Countries AvailableAll regions |