Please use this identifier to cite or link to this item: https://hdl.handle.net/10593/11032
Title: Medium, Performanz, Inhalt: Eine theoretische Metastudie zum mediengestützten Lernen
Other Titles: Medium, performance, and content: A theoretical meta-analysis on media-based learning
Authors: Giessen, Hans
Editors: Skowronek, Barbara
Keywords: media-based learning
medium
performance
learning styles
content
Issue Date: 2013
Publisher: Wydawnictwo Naukowe UAM
Citation: Glottodidactica, Vol. 40/1 (2013), s. 51-62
Abstract: Media-based learning does not necessarily make sense nor is it necessarily effective, for that matter, simply because it uses a medium. Rather, there are several variables that can and do influence its success: the very medium, the content, and the learner’s cognitive styles. All variables have to be taken into consideration, alone and interacting, in order to decide whether and where media-based learning is to be used, and where it might be counterproductive.
Sponsorship: Instytut Lingwistyki Stosowanej Uniwersytetu im. Adama Mickiewicza w Poznaniu
URI: http://hdl.handle.net/10593/11032
ISBN: 83-232-1043-8
ISSN: 0072-4769
Appears in Collections:Glottodidactica, Vol. 40/1 (2013)

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