Abstract
THIS ARTICLE discusses the metatheoretical aspects of a hypertext database about learning and instructional theory. The links among 45 theories, 18 concepts, and 17 learning domains are analyzed. The highest number of links were between theories and concepts or domains; there were relatively few links among theories themselves. The results of this analysis suggest that different theories of learning and instruction have less overlap than is commonly supposed. The value of this kind of tool for research and practice is discussed.
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Greg Kearsley is an adjunct professor in the department of Educational Leadership in the School of Education and Human Development at the George Washington University in Washington, D.C., where he teaches graduate courses and conducts research in the area of educational technology. Dr. Kearsley has written many books and articles on the subject of technology and education. He received his Ph.D. from the University of Alberta in 1978.
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Kearsley, G. Hypertext as a tool for the metatheoretical analysis of learning theories: The TIP database. J. Comput. High. Educ. 4, 43–56 (1993). https://doi.org/10.1007/BF02941064
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DOI: https://doi.org/10.1007/BF02941064