How to cite this paper
Sajadi, S & Khan, T. (2014). Pedagogy framework design in social networked-based learning: Focus on children with learning difficulties.Management Science Letters , 4(9), 2145-2154.
Refrences
AAP, American Academy of Pediatrics. (2004). ADHD: A complete and authoritative guide. ELK Grove Village, I1: Author.
Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4), 355.
Aqda, M. F., Hamidi, F., & Ghorbandordinejad, F. (2011). The impact of constructivist and cognitive distance instructional design on the learner’s creativity. Procedia computer science, 3, 260-265.
Alexander, R. (2001). Still no pedagogy? Principe, Pragmatism and compliance in primary education. Cambridge Journal of Education, 34.
Baddeley, A. D. (1986). Working memory. Oxford University Press, Oxford.
Borras, L., Boucherie, M., Mohr, S., Lecomte, T., Perroud, N., & Huguelet, P. (2009). Increasing self-esteem: efficacy of a group intervention for individuals with severe mental disorders. European psychiatry, 24(5), 307-316.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147.
Brook, U., & Boaz, M. (2005). Attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD): adolescents perspective. Patient Education and Counseling, 58(2), 187-191.
Barkley, R. A. (2005). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (Vol. 1). Guilford Press.
Bates, A. (2005). Technology, E-learning and Distance Education. 2nd Ed., Routledge Falmer Studies.
Birch (1964). Brain damage in children- The biological and social aspects. The Williams and Wilkins Company.
Berko, F., Berko, M., & Thompson, S. (1970). Management of brain damaged children- A parent’s and teacher’s guide. Springfield, IL: Bannerstone House.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academy Press.
Büyükduman, ?., & ?irin, S. (2010). Learning portfolio (LP) to enhance constructivism and student autonomy. Procedia-Social and Behavioral Sciences, 3, 55-61.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 9, 293-332.
Clements, S. (1971). Nomenclature. In: L. Reginald (ED.), problem and issues in the education of exceptional children. Boston, MA: Houghton Mifflin Company.
Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1), 17-33.
Conole, G., & Culver, J. (2010). The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers & Education, 54(3), 679-692.
Goldstein, S., & Goldstein, M. (1990). Managing attention disorders in children: A guide for practitioners. John Wiley & Sons.
Gore, J. M., Griffiths, T., & Ladwig, J. G. (2004). Towards better teaching: Productive pedagogy as a framework for teacher education. Teaching and teacher education, 20(4), 375-387.
Harper, K. C., Chen, K., & Yen, D. C. (2004). Distance learning, virtual classrooms, and teaching pedagogy in the Internet environment. Technology in Society, 26(4), 585-598.
Holt-Reynolds, D. (2000). What does the teacher do?: Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21-32.
Jonsdottir, S., Bouma, A., Sergant, J. A., & Scherder, E. J.A. (2005). The impact of specific language impairment on working memory in learners with ADHD combined subtype. Archives of Clinical Neuropsychology, 20, 443-456.
Kang, L. O., Brian, S., & Ricca, B. (2010). Constructivism in pharmacy school. Currents in Pharmacy Teaching and Learning, 2(2), 126-130.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Keiny, S. (1994). Constructivism and teachers & apos; professional development.Teaching and Teacher Education, 10(2), 157-167.
Lerner, J., Lowenstein, B., & Lerner, S. (1995). Attention deficit disorders: Assessment and teaching. Pacific Grove, CA: Brooks/Cole.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. American Psychologist, 59(1), 14-19.
Merriam, S. B. (2014). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Moreno, R. (2004). Decreasing cognitive load in novice students: Effects of exploratory versus corrective feedback in discovery-based multimedia.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of educational psychology, 91(2), 358.
Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students & apos; cognition, motivation, and achievement. Learning and Instruction, 20(5), 411-423.
Payne, A. M., Stephenson, J. E., Morris, W. B., Tempest, H. G., Mileham, A., & Griffin, D. K. (2009). The use of an e-learning constructivist solution in workplace learning. International Journal of Industrial Ergonomics, 39(3), 548-553.
Paivio, A. (1986). Mental representations: A dual coding approach. New York, USA: Oxford University Press. Computer and Education.
Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development.(Trans & Ed TA Brown & CE Kaegi). Annual Reviews.
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140.
Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children & apos; s learning: Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of school psychology, 47(3), 167-185.
Sage, K. D., & Baldwin, D. (2010). Social gating and pedagogy: Mechanisms for learning and implications for robotics. Neural Networks, 23(8), 1091-1098.
Simon, B. (1999). Why no pedagogy in England? Abridged version. Learners and pedagogy. London: Paul Chapman in association with The Open University.
Skinner, B. F. (1935). The generic nature of the concepts of stimulus and response. The Journal of General Psychology, 12(1), 40-65.
Stevenson, I. (2008). Tool, tutor, environment or resource: Exploring metaphors for digital technology and pedagogy using activity theory. Computers & Education, 51(2), 836-853.
Swanson, J. M., Reschly, D., Fine, A. H., Kotkin, R. A., Wigal, T., & Simpson, S. (2003). Traditional and innovative assessment of children with Attention deficit hyperactivity disorder and learning disorders. Therapists guide to learning and attention disorders, 43-86.
Tashakkori, A., & Teddlie, C. (Eds.). (2010). Sage handbook of mixed methods in social & behavioral research. Sage.
Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: An exploratory investigation. Learning and instruction, 11(2), 87-111.
Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of educational psychology, 91(2), 334-341.
Tymms, P., & Merrell, C. (2011). ADHD and academic attainment: Is there an advantage in impulsivity?. Learning and individual differences, 21(6), 753-758.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Weiss, G., & Hechtman, L. (1993). Hyperactivity children grown up. New York: Guildford Press.
Weigel, V. B. (2002). Deep Learning for a Digital Age: Technology & apos; s Untapped Potential To Enrich Higher Education. Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741.
White, H. A., Shah, P. (2006). Uninhabited Imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder. Personality and Individual Differences, 40, 1121-1131.
Yu, A. Y., Tian, S. W., Vogel, D., & Chi-Wai Kwok, R. (2010). Can learning be virtually boosted? An investigation of online social networking impacts.Computers & Education, 55(4), 1494-1503.
Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4), 355.
Aqda, M. F., Hamidi, F., & Ghorbandordinejad, F. (2011). The impact of constructivist and cognitive distance instructional design on the learner’s creativity. Procedia computer science, 3, 260-265.
Alexander, R. (2001). Still no pedagogy? Principe, Pragmatism and compliance in primary education. Cambridge Journal of Education, 34.
Baddeley, A. D. (1986). Working memory. Oxford University Press, Oxford.
Borras, L., Boucherie, M., Mohr, S., Lecomte, T., Perroud, N., & Huguelet, P. (2009). Increasing self-esteem: efficacy of a group intervention for individuals with severe mental disorders. European psychiatry, 24(5), 307-316.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147.
Brook, U., & Boaz, M. (2005). Attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD): adolescents perspective. Patient Education and Counseling, 58(2), 187-191.
Barkley, R. A. (2005). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (Vol. 1). Guilford Press.
Bates, A. (2005). Technology, E-learning and Distance Education. 2nd Ed., Routledge Falmer Studies.
Birch (1964). Brain damage in children- The biological and social aspects. The Williams and Wilkins Company.
Berko, F., Berko, M., & Thompson, S. (1970). Management of brain damaged children- A parent’s and teacher’s guide. Springfield, IL: Bannerstone House.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. National Academy Press.
Büyükduman, ?., & ?irin, S. (2010). Learning portfolio (LP) to enhance constructivism and student autonomy. Procedia-Social and Behavioral Sciences, 3, 55-61.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 9, 293-332.
Clements, S. (1971). Nomenclature. In: L. Reginald (ED.), problem and issues in the education of exceptional children. Boston, MA: Houghton Mifflin Company.
Conole, G., Dyke, M., Oliver, M., & Seale, J. (2004). Mapping pedagogy and tools for effective learning design. Computers & Education, 43(1), 17-33.
Conole, G., & Culver, J. (2010). The design of Cloudworks: Applying social networking practice to foster the exchange of learning and teaching ideas and designs. Computers & Education, 54(3), 679-692.
Goldstein, S., & Goldstein, M. (1990). Managing attention disorders in children: A guide for practitioners. John Wiley & Sons.
Gore, J. M., Griffiths, T., & Ladwig, J. G. (2004). Towards better teaching: Productive pedagogy as a framework for teacher education. Teaching and teacher education, 20(4), 375-387.
Harper, K. C., Chen, K., & Yen, D. C. (2004). Distance learning, virtual classrooms, and teaching pedagogy in the Internet environment. Technology in Society, 26(4), 585-598.
Holt-Reynolds, D. (2000). What does the teacher do?: Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21-32.
Jonsdottir, S., Bouma, A., Sergant, J. A., & Scherder, E. J.A. (2005). The impact of specific language impairment on working memory in learners with ADHD combined subtype. Archives of Clinical Neuropsychology, 20, 443-456.
Kang, L. O., Brian, S., & Ricca, B. (2010). Constructivism in pharmacy school. Currents in Pharmacy Teaching and Learning, 2(2), 126-130.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist, 41(2), 75-86.
Keiny, S. (1994). Constructivism and teachers & apos; professional development.Teaching and Teacher Education, 10(2), 157-167.
Lerner, J., Lowenstein, B., & Lerner, S. (1995). Attention deficit disorders: Assessment and teaching. Pacific Grove, CA: Brooks/Cole.
Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning?. American Psychologist, 59(1), 14-19.
Merriam, S. B. (2014). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Moreno, R. (2004). Decreasing cognitive load in novice students: Effects of exploratory versus corrective feedback in discovery-based multimedia.
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of educational psychology, 91(2), 358.
Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students & apos; cognition, motivation, and achievement. Learning and Instruction, 20(5), 411-423.
Payne, A. M., Stephenson, J. E., Morris, W. B., Tempest, H. G., Mileham, A., & Griffin, D. K. (2009). The use of an e-learning constructivist solution in workplace learning. International Journal of Industrial Ergonomics, 39(3), 548-553.
Paivio, A. (1986). Mental representations: A dual coding approach. New York, USA: Oxford University Press. Computer and Education.
Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development.(Trans & Ed TA Brown & CE Kaegi). Annual Reviews.
Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134-140.
Rogers, M. A., Wiener, J., Marton, I., & Tannock, R. (2009). Parental involvement in children & apos; s learning: Comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD). Journal of school psychology, 47(3), 167-185.
Sage, K. D., & Baldwin, D. (2010). Social gating and pedagogy: Mechanisms for learning and implications for robotics. Neural Networks, 23(8), 1091-1098.
Simon, B. (1999). Why no pedagogy in England? Abridged version. Learners and pedagogy. London: Paul Chapman in association with The Open University.
Skinner, B. F. (1935). The generic nature of the concepts of stimulus and response. The Journal of General Psychology, 12(1), 40-65.
Stevenson, I. (2008). Tool, tutor, environment or resource: Exploring metaphors for digital technology and pedagogy using activity theory. Computers & Education, 51(2), 836-853.
Swanson, J. M., Reschly, D., Fine, A. H., Kotkin, R. A., Wigal, T., & Simpson, S. (2003). Traditional and innovative assessment of children with Attention deficit hyperactivity disorder and learning disorders. Therapists guide to learning and attention disorders, 43-86.
Tashakkori, A., & Teddlie, C. (Eds.). (2010). Sage handbook of mixed methods in social & behavioral research. Sage.
Tenenbaum, G., Naidu, S., Jegede, O., & Austin, J. (2001). Constructivist pedagogy in conventional on-campus and distance learning practice: An exploratory investigation. Learning and instruction, 11(2), 87-111.
Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of educational psychology, 91(2), 334-341.
Tymms, P., & Merrell, C. (2011). ADHD and academic attainment: Is there an advantage in impulsivity?. Learning and individual differences, 21(6), 753-758.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Weiss, G., & Hechtman, L. (1993). Hyperactivity children grown up. New York: Guildford Press.
Weigel, V. B. (2002). Deep Learning for a Digital Age: Technology & apos; s Untapped Potential To Enrich Higher Education. Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741.
White, H. A., Shah, P. (2006). Uninhabited Imaginations: Creativity in adults with Attention-Deficit/Hyperactivity Disorder. Personality and Individual Differences, 40, 1121-1131.
Yu, A. Y., Tian, S. W., Vogel, D., & Chi-Wai Kwok, R. (2010). Can learning be virtually boosted? An investigation of online social networking impacts.Computers & Education, 55(4), 1494-1503.