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Writing Advice for College Students
Originally posted here: http://ticl.coe.uh.edu/80F74F2D-9841-406B-9431-67A9869C69A3.pdf
© 2014 Old City Publishing, Inc.
Published by license under the OCP Science imprint, a member of the Old City Publishing Group
Tech., Inst., Cognition and Learning, Vol. 9, pp. 237–239
Reprints available directly from the publisher
Photocopying permitted by license only
There has been a major disconnect since their inceptions between theory, research and instructional application in structural learning (e.g., Scandura, 1971, 1973, 1977) and in what later became known as cognitive science (e.g., Brown & Burton, 1978, Anderson, 1988). With few exceptions (e.g., Scandura, Koedinger,Mitrovic & Ohlsson & Paquette, 2009), most of this work has been done in isolation.
Consequently, many ITS researchers have a basic misconception of SLT and its now proven benefits in developing and delivering dynamically adaptive tutoring systems (e.g., Scandura, 2013b). Because the general goals are similar, many investigators use the same lens to evaluate what are fundamentally different paradigms.