Terry Mayes

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	Todos	Desde 2017
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Professor Sara de FreitasUniversity of LondonEmail confirmado em dcs.bbk.ac.uk
Richard CoxUniversity Fellow, Charles Darwin University, Alice SpringsEmail confirmado em cdu.edu.au
Piet KommersAssociate Professor of Media, Communication and EducationEmail confirmado em edte.utwente.nl
Patrick McAndrewProfessor of Open Education, Institute of Educational Technology, Open UniversityEmail confirmado em open.ac.uk
Keith OatleyProfessor Emeritus of Cognitive Psychology, University of TorontoEmail confirmado em utoronto.ca
Richard TobinResearch Fellow, University of EdinburghEmail confirmado em inf.ed.ac.uk
Martin OliverIOE, UCL's Faculty of Education and SocietyEmail confirmado em ucl.ac.uk
Andy TolmieUCL Institute of Education, University College LondonEmail confirmado em ucl.ac.uk
Julian NewmanBirkbeck College and Glasgow Caledonian UniversityEmail confirmado em gcal.ac.uk
Jacquelin McDonaldAssociate Professor Learning Design University of Southern QueenslandEmail confirmado em usq.edu.au
Totterdell PeterUniversity of SheffieldEmail confirmado em sheffield.ac.uk
Ray LandEmeritus Professor of Higher Education Durham UniversityEmail confirmado em durham.ac.uk
Philip D. GraySchool of Computing Science, University of GlasgowEmail confirmado em glasgow.ac.uk

Terry Mayes

Emeritus Professor, Glasgow Caledonian University

Email confirmado em gcu.ac.uk - Página inicial

Learning theory learning technology educational policy human memory


Título Ordenar por citações Ordenar por ano Ordenar por título	Citado por Citado por	Ano
A manifesto for a constructivist approach to uses of technology in higher education D Jonassen, T Mayes, R McAleese Designing environments for constructive learning, 231-247, 1993	760	1993
Teaching & learning online: new pedagogies for new technologies J Stephenson Routledge, 2018	490	2018
Issues in reusing online resources A Littlejohn Reusing online resources, 19-24, 2003	431	2003
Review of e-learning theories, frameworks and models T Mayes, S De Freitas	405*	2004
Learning technology and usability: a framework for understanding courseware JT Mayes, CJ Fowler Interacting with computers 11 (5), 485-497, 1999	362	1999
Cognitive Tools for Learning (Nato ASI Series (closed)/Nato ASI Subseries F PAM Kommers, DH Jonassen, JT Mayes Springer Publishing Company, Incorporated, 1920	317*	1920
Learning and e-learning: the role of theory T Mayes, S De Freitas Rethinking pedagogy for a digital age, 33-45, 2007	254	2007
Why observing a dialogue may benefit learning J McKendree, K Stenning, T Mayes, J Lee, R Cox Journal of Computer Assisted Learning 14 (2), 110-119, 1998	236	1998
Learning relationships from theory to design CJH Fowler, JT Mayes ALT-J 7 (3), 6-16, 1999	189	1999
Learning technology and learning relationships T Mayes Teaching & learning online, 16-26, 2018	185	2018
Learning technology and groundhog day JT Mayes Hypermedia at work: Practice and theory in higher education, 28-37, 1995	184	1995
Vicarious learning from dialogue and discourse R Cox, J McKendree, R Tobin, J Lee, T Mayes Instructional science 27 (6), 431-458, 1999	172	1999
Learning about learning from hypertext T Mayes, M Kibby, T Anderson Designing hypermedia for learning, 227-250, 1990	155	1990
Information flow in a user interface: the effect of experience and context on the recall of MacWrite screens JT Mayes, SW Draper, AM McGregor, K Oatley Human-computer interaction, 222-234, 1990	147	1990
Technology-Enhanced Learning: the Role of Theory T Mayes, S de Freitas Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, 17, 2013	104	2013
JISC e-Learning Models Desk Study Stage 2: Review of e-learning theories, frameworks and models T Mayes, S de Freitas Learning 202, 43, 2004	102	2004
Learning from watching others learn T Mayes, F Dineen, J McKendree, J Lee Networked learning: perspectives and issues, 213-227, 2002	97	2002
Cognitive tools: a suitable case for learning JT Mayes Cognitive tools for learning, 7-18, 1992	93	1992
Videoconferencing in a language learning application P McAndrew, SP Foubister, T Mayes Interacting with computers 8 (2), 207-217, 1996	82	1996
Vicarious Learning: Cognitive and Linguistic Effects of Observing Peer Discussion. J Lee, F Dineen, J McKendree, T Mayes	77*	1999

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