Main Article Content
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
Baddeley, A. D. (1986). Working memory. Oxford, UK: Oxford University Press.
Bandura, A. (1969). Social-learning theory of identificatory processes. In David A. Goslin (Ed.), Handbook of socialization theory and research (pp. 213-262). Chicago, IL: Rand McNally.
Berge, Z. L. (2002). Active, interactive, and reflective learning. Quarterly Review of Distance Education. 3, 181-190.
Bloom, B. S., Krathwohl, D. R., & Masia, B. B. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals (Vol. 1). N.p.: David McKay.
Blumberg, P. (2009). Maximizing learning through course alignment and experience with different types of knowledge. Innovative Higher Education. 34(2), 93-103. DOI: 10.1007/s10755-009-9095-2
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Crating Excitement in the Classroom. New York, NY: Wiley.
Bruner, J. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.
Dick, W., Carey, L., & Carey, J. O. (2001). The Systematic Design of Instruction. N.p.: Pearson Higher Ed.
Dresner, M., De Rivera, C., Fuccillo, K. K., & Heejun, C. (2014). Improving higher-order thinking and knowledge retention in environmental science teaching. Bioscience. 64(1), 40-48. DOI: 10.1093/biosci/bit005
Guidelines for the evaluation of distance education (on-line learning). (2009). Retrieved from Higher Learning Commission http://download.hlcommission.org/C-RAC_Distance_Ed_Guidelines_7_31_2009.pdf
Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology. 33(1), 27-37.
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology. 23(1), 1-13. DOI: https://doi.org/10.3402/rlt.v23.26507
Kuo, Y., Walker, A., Belland, B., & Schroder, K. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distributed Learning. 14(1), 16-39. DOI: http://dx.doi.org/10.19173/irrodl.v14i1.1338
Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist. 63(8), 760-769.
Mayer, R. E., & Chandler, P. (2001). When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages? Journal of Educational Psychology. 93(2), 390-397.
Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology. 95(4), 806-812.
Paas, F., Tuovinen, J., Tabbers, H., & van Gerven, P. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist. 38(1), 63-71.
Reeves, T. (2006). How do you know they are learning?: The importance of alignment in higher education. International Journal of Learning Technology. 2(4), 294-309. DOI: 10.1504/IJLT.2006.011336
Smith, P. L., & Ragan, T. J. (2005). Instructional Design. (3rd ed.). New York, NY: Wiley & Sons.
Spanjers, I. E., Wouters, P., van Gog, T., & van Merriënboer, J. J. G. (2011). An expertise reversal effect of segmentation in learning from animated worked-out examples. Computers in Human Behavior. 27(1), 46-52. DOI: 10.1016/j.chb.2010.05.011
Spanjers, I. E., Gog, T., & Merriënboer, J. G. (2012). Segmentation of Worked Examples: Effects on Cognitive Load and Learning. Applied Cognitive Psychology. 26(3), 352-358. DOI: 10.1002/acp.1832
Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction. 2(1), 59–89.