Academic literature on the topic 'Gagné's Nine Events of Instruction'
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Journal articles on the topic "Gagné's Nine Events of Instruction"
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Zhu, Pinfan, and Kirk St. Amant. "An Application of Robert Gagné's Nine Events of Instruction to the Teaching of Website Localization." Journal of Technical Writing and Communication 40, no. 3 (2010): 337–62. http://dx.doi.org/10.2190/tw.40.3.f.
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Connelly, James O., and Paula Miller. "Improving Learning Outcomes for Higher Education Through Smart Technology." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (2018): 1–17. http://dx.doi.org/10.4018/ijcssa.2018010101.
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The ever-decreasing time between the doubling of knowledge creates a problem for education concerning how to handle information overload. To address this issue, educators must learn to make learning more effective and more efficient. Currently, there is more to learn and less time in which to learn. Therefore, Smart technology offers a solution: It helps manage cognitive load through the formation of a schema, which helps humans learn more with greater efficiency and greater effectiveness. This can be accomplished by instructional design that makes use of Gagné's conditions of learning and the nine instructional events based on them. These can be brought together through the ADDIE instructional design model. This process is amplified by using Smart instructional technology to create the learning material and to deliver it to the learner. The educational venues for learning include face to face, online, or mobile communication devices. Examples are provided about the conditions of learning, nine instructional events, and the ADDIE Model, which are applied to classical guitar instruction. Further, the elements of Smart technology are presented as a resource for teaching and learning.
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Lam, Siew Hong. "Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’." European Journal of Social Science Education and Research 5, no. 2 (2018): 40–49. http://dx.doi.org/10.2478/ejser-2018-0032.
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Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.
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Suyono, Acmad. "Applying Gagne's Events of Instruction in a Computer-Based Test Preparation Listening Material Design." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 7, no. 2 (2019): 7–13. http://dx.doi.org/10.30630/polingua.v7i2.66.
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The advances in computer technology have brought the rise of computer-based instructional materials in many different fields including language learning. With regard to listening skill development, one obvious strength of the computer-based instructional materials is its capability of presenting audio component in various ways to improve students’ listening skill. For students who are preparing themselves to take a standardized test like Test of English as a Foreign Language (TOEFL), the materials can even be designed to provide a high degree of customization that can be geared specifically to meet students’ pace of learning. However, it can be a big challenge to design a computer-based listening material capable of ensuring that learning indeed takes place while the students are using and exploring its contents. This paper aims to propose the application of Gagne's nine events of instruction in a computer-based test preparation listening material design. More specifically, this paper tries to provide guidance in the process of developing the user interface and the content presentation within the material as to match each part of the nine events. It is expected that this strategy will successfully activate the required cognitive process of the students and help them achieve established learning objectives.
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Kusumawati, Anggara Jatu. "Redesigning Face-to-face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia." International Journal of Language Education 4, no. 2 (2020): 276. http://dx.doi.org/10.26858/ijole.v4i2.14745.
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During the time of COVID-19, students should study at home and class is conducted fully online. However, classes in higher education are mostly planned for Face-to-Face (F2F) learning. To deal with the situation, educators seek an alternative learning design to be implemented and it is expected to have either comparable or improved learning outcome. This study describes Online Learning (OL) design which assesses speaking performance in ESP classes. The participants of the study were students year 2019 (N=118) and students year 2020 (N=96) joining English for Electrical Engineering (EEE) which has the same syllabus and learning goal. A proposed Gagne’s Nine Events of Instruction is analyzed, planned, implemented, and assessed its effectiveness of speaking activities which were done in the former-year-class (using F2F method) then applied in current class (using OL method). The result of F2F and Online Learning (OL) outcome were compared. To complete the analysis, a sequence of questionnaire was given to the students. The results indicates that using Gagne’s Nine Events of Instruction, speaking activity in online learning classroom, achieved satisfactory result. Designing OL both synchronous and asynchronous method for speaking is as effective as F2F. This study may open another research prospect on barriers in OL, how to assess speaking performance via online platform, or others.
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Smith-Hawkins, Paula. "A Qualitative Study of Faculty Responses to Teaching during the Covid-19 Pandemic: Creating a Culture of Support." Journal of Education, Teaching and Social Studies 3, no. 1 (2021): p67. http://dx.doi.org/10.22158/jetss.v3n1p67.
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This study examines the online teaching and learning experience of twenty-one (21) faculty members at a Gulf Cooperation Council (GCC) research university from the initial campus closure of the university in February 2020 in response to the COVID-19 global pandemic, through the end of Fall 2020 semester. The methodology entailed one-on-one interviews with instructors, reviews of the course materials in the Learning Management System, and the examination of email and videoconferencing exchanges. Gagne’s Nine Events of Instruction and the Quality Matters Rubric guidelines for instructional design framed the methodology. This study finds that faculty benefitted from close connections with colleagues and continuous institutional support during the pivot to emergency remote teaching and into a hybrid learning environment. These two factors – collegial connections and university resources – were crucial in sustaining faculty work during the period of this study.
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Mezgobo, Tewelde. "Multimedia Tools in the Design of a Business Process Reengineering Course Based on Brain Based Teaching: A Case Study on MBA Program in Mekelle University, Ethiopia." Journal of Management and Science 1, no. 2 (2015): 166–76. http://dx.doi.org/10.26524/jms.2015.15.
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The use of multimedia either to support traditional educational tools or independently in e-learning distance programs is increasing from time to time. Accordingly, in this paper the MBA evening program in College of Business and Economics of Mekelle University has been considered as a case. In order to show how Gagne's Nine Events of Instruction can be practically applied in developing educational lesson, in this paper, business process reengineering (BPR) is selected as one aspect of strategic management course. To enhance the quality of education in teaching strategic management in general and BPR as an aspect of strategic management in particular an attempt has been made to identify relevant websites based on the concepts of “orchestrated immersion” as well as “active processing”
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Doraisamy, Gopi, and Dr Balakrishnan Muniandy. "Designing and Testing the Usability of NETA Prototype based on Fitts Law: A preliminary Study." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 9, no. 3 (2014): 1683–97. http://dx.doi.org/10.24297/ijmit.v9i3.656.
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This paper is based on a study that was to design and test the usability of a tablet app prototype named NETA (Nota Elektronik Tatabahasa) as an assisting tool in Malay grammar learning process. For this purpose, an app prototype and a questionnaire consist of 26 items was developed based on the literature and expert opinions. Human-computer interface theories, usability theories and ID models such as Fitts Law, ARCS Motivation Model, Gagnes Nine Events of Instruction and the Dick and Carey Instructional Design Model provided a basis for the development of the prototype and the questionnaire items. 40 form one students from a secondary school in the state of Penang, Malaysia filled the questionnaire. The Cronbachs alpha coefficient of the questionnaire was found to be .832 indicating a relatively high internal consistency and reliability of the items. The findings generally show that the NETA prototype helps to engage and motivate student to learn Malay grammar. The results also suggest that there are a number of areas for the NETA prototype to improve and promote the app in a more realistic manner that suits the needs of the students. Several recommendations are also presented for future research.
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Jaiswal, Preeti. "Using Learner-centered Instructional Approach to Foster Students’ Performances." Theory and Practice in Language Studies 9, no. 9 (2019): 1074. http://dx.doi.org/10.17507/tpls.0909.02.
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This study aims to delineate the significance of using student centered instructional approaches for enhancing learners’ competency in vocabulary learning, in higher education. The working group for this study comprised of 26 students studying the Foundation Year Program in the English Language Centre at University of Bahrain during the academic year 2018-2019. Student Centered “instructions designed according to the model consisting of nine steps of instructional events based on the Condition of Learning theory by Robert. M. Gagné” was used for this purpose. Gagne's model of instructional design provides valuable guidelines to organize lessons as a systematic instructional design process. It focuses on the instructional learning outcomes and how to organize specific instructional events to facilitate effective learning experiences in order to accomplish the intended learning objectives. Applying Gagne's nine stages of learning administers a systematic learning program as it presents a structured framework for lesson planning and a holistic view to the teaching learning process. Prior to using this series of nine levels of learning, students were given a pretest, in order to understand the stratum of active and passive vocabulary they utilize in language learning. At the end of the study, students were evaluated by a post test. The results demonstrated that learner centered instructional approach was successful in augmenting learners ’retention and transfer of productive and receptive vocabulary knowledge in language learning therefore, such learner centred instructional approaches are cogent for paving higher educational academic accomplishments and promoting learner autonomy.
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Isal, R. Yugo K., Harry Budi Santoso, and Elvan Rizky Novandi. "Development and Evaluation of a Mobile-Learning Application Based on the Felder-Silverman Learning Styles Model." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (2021): 107. http://dx.doi.org/10.3991/ijet.v16i15.24165.
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Every student has a different learning style. Not all of these learning styles can be facilitated through classroom learning. Mobile learning (m-learning) is the use of mobile technology to support learning activities and facilitate a variety of student learning styles. However, no previous studies of the development of m-learning products have tested the possibility of facilitating different learning styles within a single M-learning application. This study describes the development and evaluation of an adaptive m-learning application that can facilitate the needs of different students. The Felder-Silverman Learning Style Model was used as the reference for learning styles. The prototype application was developed using the user-centered design method, which includes user needs analysis, interaction design, application development, and usability testing. The designers followed the best practices laid out in Shneiderman's Eight Golden Rules of Interface Design and Gagné’s Nine Events of Instruction. A usability test of the prototype involving ten participants. Usability testing is carried out by conducting usability testing and filling out the System Usability Scale (SUS) questionnaire by all participants. The result found that it had good usability.
Dissertations / Theses on the topic "Gagné's Nine Events of Instruction"
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Mukuni, Kizito K. "Developing Guidelines for Using Video to Teach Procedural Skills in an Online Learning Environment Based on Gagné's Nine Events of Instruction." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99293.
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The growth of online learning has provided opportunities for skills otherwise taught traditionally in a face-to-face learning environment to be taught in an online learning environment. Procedural skills, which have traditionally been taught in a face-to-face environment, can also be taught in an online learning environment using various delivery modes including virtual reality, augmented reality, simulations and videos. However, producing materials using some of these delivery modes could be expensive and might require advanced skills. However, video could be cost effective and might not require advanced skills based on the video produced.
This study seeks to produce guidelines for using video to teach procedural skills in an online learning environment based on Gagné's Nine Events of Instruction (Gagné, 1975). To accomplish this goal, this study employed a design and development research methodology. The guidelines produced will assist instructors and course developers intending to use video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975). A systematic literature review was used to create the initial guidelines which were distributed to expert reviewers. Expert reviewers provided feedback which was used to revise the guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975).<br>Doctor of Philosophy<br>General Audience Abstract
Procedural knowledge is defined as the knowledge of steps needed to attain a goal (Byrnes et al., 1991). Procedural skills can be taught in an online learning environment using various delivery modes including virtual reality, augmented reality, simulations and videos. However, some of the delivery modes can be expensive and might require advanced skills to use. Videos, on the other hand, can be cost effective and might not require advanced skills to produce depending on way it is produced. This study utilized a design and development research methodology to produce guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975). A systematic literature review was used to create the initial guidelines which were distributed to expert reviewers. Expert reviewers from diverse backgrounds related to the study provided feedback which was used to revise the guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975).
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Ebenhart, Kim. "Att lära genom tiden : En analys av Kalmar läns museums tidsresor och dess pedagogiska värde utifrån Gagnés nine events of instruction." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52853.
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The purpose of this thesis is to examine the educational value of time travel role-play organized by Kalmar läns museum and how the method relates to the current curriculum Lgr11. This is done by examining the method using Gagné´s events of instruction and applying two theories represented by Vygotskij and Dewey. The material analyzed consists of two interviews in which respondents are familiar with the educational tool´s structure and the manuals written by Ebbe Westergren, first curator at the museum. The results show that depending on how the role-play is designed, it has the potential to serve as a teaching tool in history. This for its varied teaching technique and of it extent the method complies with Gagné´s nine points. In the final section of the analysis shows that the time travel role-play as a teaching method is compliant with the elements of Lgr11. Due to the amount of time that the method requires in order to reach its full potential, there is a debate on whether the time travel role-play takes much time away from other crucial content in the curriculum.
Book chapters on the topic "Gagné's Nine Events of Instruction"
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Suzuki, Katsuaki. "From Nine Events of Instruction to the First Principles of Instruction: Transformation of Learning Architecture for Society 5.0." In Lecture Notes in Computer Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80504-3_1.
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"Tying it Together." In A Conceptual Framework for SMART Applications in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1542-6.ch008.
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Here, the proposed conceptual framework is brought together as a whole. It begins with the way we communicate with and know the external world by way of our five senses. The roles of the emotions in the memory are examined as memory is foundational to learning. Theories of learning play an important role in the conceptual framework. From the multitude of those available, we must select one or parts of several to apply to the task. One must also consider the various instructional design models and theories and select the one that best fits our instructional objectives. The nine instructional events as identified by Dr. Robert Gagné serves as a pattern for delivering instruction. Learner characteristics provide insight on how to deliver the instruction to a group of students. Evolving instructional technology can help by providing the means of effective and efficient delivery of instruction.
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Eyyam, Ramadan. "The Effect of Technology-Enhanced Classrooms in Middle School Education." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch007.
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This study examined whether technology-enhanced classrooms enhanced students' learning despite their various dominant intelligences and learning styles. For this purpose, a comprehensive investigation was used to verify whether and in what ways students benefit from technology-enhanced classrooms. As the research design, a cross-implementation experimental method was developed for the study by the researcher. Lesson plans and materials were prepared for English and mathematics subjects considering Gagne's nine events of instruction and Bloom's taxonomy. The Technology-enhanced Classroom Perception Scale and a standardized open-ended interview were prepared to examine the perceptions of both students and teachers. In the end, some interesting differences were found between the treatment and control groups, although they were not significant. One of the most important reasons for this might be the positive attitudes of English teachers in general but negative attitudes of mathematics teachers towards technology-enhanced classroom.
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Baek, Joeun, Hyekyeong Park, and Ellen Min. "Designing a Minecraft Simulation Game for Learning a Language Through Knowledge Co-Construction." In Teaching, Learning, and Leading With Computer Simulations. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0004-0.ch007.
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The purpose of this chapter is to design a Minecraft simulation game where players can learn a language by communicating and negotiating meaning with other players. To achieve this, Gagné's events of instruction and Schmitt's strategic experience modules were adopted as a theoretical lens for simulation building. After the simulation game was designed, it was implemented to test its feasibility. The result shows that the simulation game has both the intended features of knowledge co-construction and the negotiation of meaning, as well as enjoyment of the game. The test result, however, also suggests that the simulation game needs more conditionals and loops in order for players to repeat their simulation game at any place and time.
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"Examples With Lesson Plans." In A Conceptual Framework for SMART Applications in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1542-6.ch010.
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The purpose of this final chapter is to provide examples of the application of the conceptual framework. This chapter contains lesson plans for four disciplines: history, science, literature, and archaeology. The four disciplines were chosen to represent science (action potentials and archaeology) and liberal arts (history and literature), all four of which are likely to be found in the curriculum of all universities. Each discipline has an overview element and plans for each of the topics within the units. Instructional technology is used in all the units of each of the disciplines. The methods used to impart the material can be any that the teacher chooses; however, most would work well with a constructivist approach. The nine instructional events developed by Dr. Robert Gagné can be used for all the units.
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Rodrigo, Covadonga, Francisco Iniesto, and Ana García-Serrano. "Reflections on Instructional Design Guidelines From the MOOCification of Distance Education." In UXD and UCD Approaches for Accessible Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2325-4.ch002.
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There are some similarities in developing distance education online courses and Massive Open Online Courses (MOOCs) using the basis of eLearning instructional design. However, the task of converting an online course into a MOOC is not as simple as direct migration of eLearning materials and assessment resources into a MOOC platform. In online learning, learners should be continually influenced by information, social interaction, and learning experiences, providing them with the knowledge to come up with new ideas to develop within an engaging course. In this chapter, the process of MOOCification a distance education online course on “Design for All for an Inclusive and Accessible Society” is explained and contextualized. The re-factorization process has been based upon the quality model used for MOOCs at UNED Abierta and the instructional design based on Gagné's events of instruction. The eLearning activities were completely refactored, along with the content itself, the interaction events, and the online assessment following the Gardner's multiple intelligences product grid.
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Adams, Laura, and Neal Shambaugh. "Applying Instructional Design Guidelines for Community Health Programs in Health Education." In Optimizing Instructional Design Methods in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-4975-8.ch006.
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Community health programs promote healthy lifestyles and wellbeing. Numerous models and theories have been developed that support these programs; however, health educators are faced with how to implement these models and specific teaching approaches. Instructional design (ID) provides guidance on making these decisions, guidelines which can be customized for the field. This chapter provides four design guidelines to assist health educators to incorporate program models and theories and appropriate teaching models. Guideline 1 prioritizes the selection of learning outcomes before the choice of supporting models or theories in order to keep the needs of individuals, groups, and communities at the forefront. Guideline 2 customizes instructional design guidelines across the ID process. Guideline 3 raises an awareness of the full scope of teaching using Gagné's events of instruction. Guideline 4 suggests teaching models appropriate to the individual, interpersonal, and community levels of health education programs.