Training (whether traditional, e-learning, or blended learning) is intimately connected with and dependent on the human cognitive system. Learning means that the cognitive system acquires information and stores it for further use. If these processes do not occur properly, then the learners will not initially acquire the information, and even if they do, then they will not be able to recall it later, or/and the information will not be utilised and behaviour will not be modified. Regardless whether the objective is learning new information (e.g., compliance regulations, product specifications, etc.), acquiring new skills (e.g., operating a new apparatus, customer service, time management, etc.), or knowledge sharing and transfer within or across organisations — the processes of acquiring, storing and applying the information are critical. The question is how to achieve these cornerstones of learning and whether technology can enhance them. The answer is clear: The learning must fit human cognition. There is a lot of scientific knowledge and research on human cognition and learning. The difficult and tricky challenge is how to translate this theoretical and academic research into practical ways to utilise technology so as to enhance learning. By bridging basic research about learning and the brain into ways of using learning technologies, one is able to create sophisticated learning programs. These take into account and build on the architecture of cognition, and as a consequence produce effective and efficient technology enhanced learning.
Alajarmeh, Nancy, Enrico Pontelli & Taylor Burgert
2014. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, ► pp. 1 ff.
Aranguren, Gerardo, Javier Ortiz & Jose Miguel Gil-Garcia
2014. 2014 XI Tecnologias Aplicadas a la Ensenanza de la Electronica (Technologies Applied to Electronics Teaching) (TAEE), ► pp. 1 ff.
Aranguren, Gerardo, Javier Ortiz & Jose Miguel Gil-Garcia
2015. From the Idea to the Product: An Academic Tour. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 10:4 ► pp. 290 ff.
Arymbekov, Beken
2023. 2023 IEEE International Conference on Smart Information Systems and Technologies (SIST), ► pp. 52 ff.
Dror, Itiel, Pascal Schmidt & Lanty O’connor
2011. A cognitive perspective on technology enhanced learning in medical training: Great opportunities, pitfalls and challenges. Medical Teacher 33:4 ► pp. 291 ff.
Ji, Siyuan & Tangming Yuan
2022. 2022 IEEE Global Engineering Education Conference (EDUCON), ► pp. 292 ff.
Jing, Lei, Zixue Cheng, Junbo Wang & Yinghui Zhou
2011. A Spiral Step-by-Step Educational Method for Cultivating Competent Embedded System Engineers to Meet Industry Demands. IEEE Transactions on Education 54:3 ► pp. 356 ff.
Nincarean, Danakorn, Mohamad Bilal Alia, Noor Dayana Abdul Halim & Mohd Hishamuddin Abdul Rahman
2013. Mobile Augmented Reality: The Potential for Education. Procedia - Social and Behavioral Sciences 103 ► pp. 657 ff.
Paul, Damasen Ikwaba & James Onohuome Uhomoibhi
2014. 2014 International Conference on Interactive Collaborative Learning (ICL), ► pp. 1100 ff.
Phon, Danakorn Nincarean Eh, Mohamad Bilal Ali & Noor Dayana Abd Halim
2014. 2014 International Conference on Teaching and Learning in Computing and Engineering, ► pp. 78 ff.
Randhawa, Gurdit Singh & Navneet singh Randhawa
2020. IMPACT OF TECHNOLOGY ENHANCED(VIDEO-ASSISTED) TEACHING AS A TEACHING-LEARNING TOOL FOR MBBS FINAL II STUDENTS. INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH► pp. 41 ff.
Rollande, Raita & Janis Grundspenkis
2013. 2013 Second International Conference on E-Learning and E-Technologies in Education (ICEEE), ► pp. 137 ff.
Sanchez, Albert, Ernest Redondo, David Fonseca & Isidro Navarro
2014. 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, ► pp. 1 ff.
Schweighofer, Patrick & Martin Ebner
2015. Aspects to Be Considered when Implementing Technology-Enhanced Learning Approaches: A Literature Review. Future Internet 7:4 ► pp. 26 ff.
Schweighofer, Patrick, Stefan Grünwald & Martin Ebner
2015. Technology Enhanced Learning and the Digital Economy. International Journal of Innovation in the Digital Economy 6:1 ► pp. 50 ff.
Schweighofer, Patrick, Stefan Grünwald & Martin Ebner
2015. Technology Enhanced Learning and the Digital Economy. In Economics, ► pp. 20 ff.
Van, Mieke & Geraldine Clarebout
2010. 2010 10th IEEE International Conference on Advanced Learning Technologies, ► pp. 480 ff.
Vandewaetere, Mieke & Geraldine Clarebout
2011. Can instruction as such affect learning? The case of learner control. Computers & Education 57:4 ► pp. 2322 ff.
Vandewaetere, Mieke & Geraldine Clarebout
2013. Cognitive Load of Learner Control: Extraneous or Germane Load?. Education Research International 2013 ► pp. 1 ff.
2011. The contribution of learner characteristics in the development of computer-based adaptive learning environments. Computers in Human Behavior 27:1 ► pp. 118 ff.
2012. Learners’ perceptions and illusions of adaptivity in computer-based learning environments. Educational Technology Research and Development 60:2 ► pp. 307 ff.
[no author supplied]
2015. FIS/IFIS Modeling in Professional and Collaborative Learning. In Fuzzy Logic-Based Modeling in Collaborative and Blended Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 326 ff.
This list is based on CrossRef data as of 8 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.