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References

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Cates, W.M. (1992). Considerations in evaluating metacognition in interactive
hypermedia/multimedia instruction. Paper presented at the meeting of the American Educational Research Association, San Francisco.

Fry, J.   Four Elements of ARCS Model. http://www.uwf.edu/~coehelp/club_id/lesson/motivation/page2.htm

Keller, J.M. (1987).  Development and use of the ARCS Model of motivational design.  Journal of Instructional Development, 10(3), 2-10.

Keller, J.M. (1987).  Strategies for stimulating the motivation to learn.  Performance and Instruction, 26(8), 1-7.

Lajoie, S.P. & Lesgold, A.M. (1992). Dynamic assessment of proficiency for solving procedural knowledge tasks. Educational Psychologist, (3)27, 365-384.

Selfe, C. (1997). Preparing English teachers for the virtual age: The case for technology critics. In G.E. Hawisher and P. LeBlanc (Ed.), Re-imagining Computers and Composition:  Teaching and Research in the Virtual Age. (pp. 24-42).  Portsmouth: Boynton/Cork

Wilson, B., Teslow, J., & Osman-Jouchoux, R. (1995). The impact of constructivism (and postmodernism) on ID fundamentals. In B.B. Seels (Ed.), Instructional Design Fundamentals: A Review and Reconsideration (pp.137-157). Englewood Cliffs NJ: Educational Technology Publications.

Winn, W.D. (1990). Some implications of cognitive theory for instructional design. Instructional Science, 19, 53-69.

Young, J.R. (1997). Rethinking the role of the professor in an age of high-tech tools. The Chronicle of Higher Education. A26-A27.
 

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