Get started
Source

Learning and Instruction

ISSNs: 0959-4752, 1873-3263
Source type: journal
Publisher: Elsevier BV
Fully OA: No
DOAJ: No
Article Processing Charge: $4,580
OpenAlex ID: S78398831
Cognitive load theory, learning difficulty, and instructional design
1994 · John Sweller · Learning and Instruction · 3,799
Effects of problem-based learning: a meta-analysis
2003 · Filip Dochy, Mien Segers, et al. · Learning and Instruction · 1,706
PDF
DeFT: A conceptual framework for considering learning with multiple representations
2006 · Shaaron Ainsworth · Learning and Instruction · 1,662
Adding immersive virtual reality to a science lab simulation causes more presence but less learning
2017 · Guido Makransky, Thomas S. Terkildsen, et al. · Learning and Instruction · 1,493
Capturing and modeling the process of conceptual change
1994 · Stella Vosniadou · Learning and Instruction · 1,418
The promise of multimedia learning: using the same instructional design methods across different media
2003 · Richard E. Mayer · Learning and Instruction · 1,320
A reconceptualisation of the research into university academics' conceptions of teaching
1997 · David Kember · Learning and Instruction · 1,310
Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students
1997 · Monique Boekaerts · Learning and Instruction · 1,162
Dynamics of affective states during complex learning
2011 · Sidney D’Mello, Art Graesser · Learning and Instruction · 1,088
School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
2013 · Ming-Te Wang, Jacquelynne S. Eccles · Learning and Instruction · 1,038
Instructional animation versus static pictures: A meta-analysis
2007 · Tim N. Höffler, Detlev Leutner · Learning and Instruction · 992
From things to processes: A theory of conceptual change for learning science concepts
1994 · Michelene T.H. Chi, James D. Slotta, et al. · Learning and Instruction · 990
Construction and interference in learning from multiple representation
2003 · Wolfgang Schnotz, Maria Bannert · Learning and Instruction · 940
Cognitive load theory: implications of cognitive load theory on the design of learning
2002 · Paul A. Kirschner · Learning and Instruction · 914
Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective
2002 · Andreas Krapp · Learning and Instruction · 882
Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues
2016 · Jennifer A. Fredricks, Michael Filsecker, et al. · Learning and Instruction · 846
Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities
1995 · Yrjö Engeström, Ritva Engeström, et al. · Learning and Instruction · 845
Congruence and friction between learning and teaching
1999 · Jan D Vermunt, Nico Verloop · Learning and Instruction · 839
Aids to computer-based multimedia learning
2002 · Richard E. Mayer, Roxana Moreno · Learning and Instruction · 799
Confusion can be beneficial for learning
2012 · Sidney D’Mello, Blair Lehman, et al. · Learning and Instruction · 780
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model
2016 · Hyungshim Jang, Eun Joo Kim, et al. · Learning and Instruction · 733
Assimilating complex information
2002 · E Pollock, P Chandler, et al. · Learning and Instruction · 690
PDF
On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal
2001 · Margarita Limón · Learning and Instruction · 660
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers
2008 · Helen M.G. Watt, Paul W. Richardson · Learning and Instruction · 646
Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
2011 · John Dunlosky, Katherine A. Rawson · Learning and Instruction · 635
Works count: 2,435
Citation count: 171,800
H-index: 201
I10-index: 1,550
2yr mean citedness: 6.84
Year
Topic
Type