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Programmed Learning and Educational Technology is a peer-reviewed journal published by Taylor & Francis, covering Online and Blended Learning, Education and Technology Integration, Innovative Teaching and Learning Methods.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Programmed Learning and Educational Technology 12 (3): 45–58.
Formats any DOI in Programmed Learning and Educational Technology style. No sign-up. |
| Publishes research in | Online and Blended Learning Education and Technology Integration Innovative Teaching and Learning Methods Diverse Scientific and Economic Studies Visual and Cognitive Learning Processes |
| ISSN | 0033-0396 |
| h-index | 20 |
| i10-index | 46 |
| Total citations | 2,490 |
| Top institutions publishing here | University of Liverpool |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Abstract This paper aims (1) to determine why students take notes, (2) to survey the research findings available in the current literature, (3) to identify inadequacies and omissions in this literature in order to suggest more profitable lines of research for future study, and (4) to suggest guide‐lines for both teachers and students which will…
(1978). Visual Literacy: Background, Theory and Practice. Programmed Learning and Educational Technology: Vol. 15, No. 4, pp. 291-297.
The provision of immediate feedback is one of the strengths of computer‐assisted instruction. However, the manner of its action is far from clear, with information‐providing, reinforcing and attention‐directing theories vying to account for its effect in various learning situations. In the present study, which used an adjunct statistics‐teaching programme, feedback providing the correct answer was…
Abstract This paper discusses the new five‐year undergraduate medical course at the University of Newcastle in Australia. Extensive examples are included to illustrate the analytical approach which has led from the specification of programme objectives to the design of a course with complete integration of the basic and clinical sciences from the beginning to the…
In this paper five experiments are described which examine relationships between the design of lecture handouts and students’ note‐taking practices. The experiments look at the effects on note‐taking of (i) the presence of a handout; (ii) deleting items in order to provide more space on a handout; (iii) increasing the amount of space between items…
