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Journal articles on the topic 'Instructional Content Design'

Author: Grafiati

Published: 9 March 2023

Last updated: 31 July 2025

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1

Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.

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Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. F

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Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.

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Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs f

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Plungis, Joan. "Book Review: Creative Instructional Design: Practical Applications for Librarians." Reference & User Services Quarterly 57, no. 3 (2018): 218. http://dx.doi.org/10.5860/rusq.57.3.6612.

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The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online conte

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Cates, Ward Mitchell. "The Importance of Subject Matter Instructional Expertise in Research on the Effectiveness of Instructional Computer Programs." Journal of Educational Technology Systems 21, no. 4 (1993): 363–67. http://dx.doi.org/10.2190/lgwl-5g88-p57m-6flc.

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This article examines the importance of subject matter instructional expertise in the design of research studies on computer-based instruction. It considers the implications of shifts in instructional focus from associationism toward cognitivism and points out how difficult it is for most researchers to be experts in both computer-based instructional design and subject matter content instruction. The article suggests that researchers need to work closely with subject matter instructional experts and need to document in their presentations and research articles that they recognized and addresse

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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.

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This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practi

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Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.

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This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aim

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Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.

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Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and t

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Holdinga, Lieke, Jannet Van Drie, Tanja Janssen, and Gert Rijlaarsdam. "Writing to Learn History: An Instructional Design Study." L1-Educational Studies in Language and Literature 23 (September 23, 2023): 1–45. http://dx.doi.org/10.21248/l1esll.2023.23.1.526.

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This study reports on the design and evaluation of an instructional unit, aimed at improving secondary school students’ disciplinary writing in history. Central to this design was the replacement of conventional workbook exercises by evaluative source-based writing tasks which were co-developed with participating history teachers. Additionally, an instructional unit to teach students a discipline-specific reading-thinking-writing strategy based on previous research was designed. Two history teachers implemented the evaluative tasks and the strategy instruction in their 11th grade history class

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Banat, Sanaa Yacoub, and Fatima Abd-Alkareem Wahba. "Instructional Design in Modern Environments." International Journal of Web-Based Learning and Teaching Technologies 18, no. 1 (2023): 1–23. http://dx.doi.org/10.4018/ijwltt.330757.

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This study highlights the most pertinent m-learning content quality features that should be considered by designers from the point of view of experts to determine students' perceptions about suggested quality features and to measure any statistically significant differences in students' perceptions due to their gender and technological skills. An exploratory sequential mixed research method was employed. A group of 20 experts in m-learning answered an open-ended question for the qualitative part, and a questionnaire with 31 items was answered by a purposeful sample of 200 students out of the e

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Lee, So Young, and You Mi Min. "Korean Culture class design based on CBI Adjunct Language Instruction Model for Korean short term immersion program learners." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 12 (2023): 371–87. http://dx.doi.org/10.22251/jlcci.2023.23.12.371.

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Objectives This study aims to present an instructional design and a lesson plan based on the content-based instruction (CBI) model for short-term immersion course learners who aim to learn the Korean language and culture. Methods This study examined cultural learning goals and instructional models through literature research to design Korean cultural classes and develop a lesson plan. Next, this study explored the characteristics, theoretical grounds, and models of CBI, and other previous research was examined to prepare curriculum and specific class plans. Finally, for curriculum develo

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Dreisiebner, Stefan. "Content and instructional design of MOOCs on information literacy." Information and Learning Sciences 120, no. 3/4 (2019): 173–89. http://dx.doi.org/10.1108/ils-08-2018-0079.

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PurposeThis paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.Design/methodology/approachAn extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been

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Resti, Amanda, and Asep Sopian. "Analysis The Suitability Of Arabic Learning Videos On Youtube Based On The Gagne Model." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 11, no. 2 (2025): 2429–38. https://doi.org/10.30605/onoma.v11i2.5780.

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This study aims to analyze the extent to which Arabic learning videos available on YouTube adhere to Gagne’s Nine Events of Instruction. The research employs a qualitative descriptive method with content analysis as the primary approach. A total of ten Arabic instructional videos were purposively selected and evaluated based on the presence of each of Gagne’s instructional steps. The results show that only two out of ten videos fulfilled more than six of Gagne’s stages, while the rest met only three to five stages. The most frequently observed stages were “presenting the stimulus” and “providi

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Laksana, Dek Ngurah Laba, Yosefina Uge Lawe, Frumensia Ripo, Maria Oliva Bolo, and Tarsisius Donbosko Dua. "Lembar Kerja Siswa Berbasis Budaya Lokal Ngada Untuk Pembelajaran Tematik Siswa Sekolah Dasar." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 2 (2020): 227–41. http://dx.doi.org/10.29407/jpdn.v5i2.13903.

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Recent instructions has been focusing on critical thinking skills by utilizing contextual learning resources. Therefore, this study was conducted by aiming at describing the quality of local culture-based students’ worksheet from the aspect of content, instructional design, instructional media, and the product users in accordance with the characteristics of primary school students. The integrated local culture-based worksheet was developed by using ADDIE model (analyze, design, development, implementation, and evaluation). The data collected n study were analyzed descriptive qualitatively. Fur

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Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.

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With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving amo

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Alhamami, Munassir. "Instructional Communication and Medium of Instruction: Content Instructors’ Perspectives." SAGE Open 13, no. 2 (2023): 215824402311727. http://dx.doi.org/10.1177/21582440231172713.

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This paper hypothesizes that higher proficiency in the medium of instruction (MI) is a precondition for effective instructional communication (IC), with the latter being essential for higher cognitive processes, positive affects, and better performance in the learning environment. The reported study used questionnaires comprising open-ended questions to survey 341 content instructors who taught on 26 undergraduate programs with English as the MI (EMI) in a Saudi public university. Thematic analysis was used to analyze the resulting qualitative data, and the results reveal four themes. The firs

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Berge, Ph.D., Zane L. "Secret of Instructional Design Revisited." Frontiers in Education Technology 4, no. 4 (2021): p26. http://dx.doi.org/10.22158/fet.v4n4p26.

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Improvements in technology, especially automation, robotics, and artificial intelligence have dramatically changed what people do in the workplace and how they do it. Technology advancements over the past 3 decades have reshaped demands in schooling and the workplace bringing on new challenges and opportunities. Employers need employees who are critical thinkers, communicators, collaborators, and creators to remain competitive and innovative. Educators recognize these abilities that learners must have to take advantage of the opportunities and face the challenges that are presented to them in

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Göksu, Idris, Kursat Volkan Özcan, Recep Cakir, and Yuksel Göktas. "Content analysis of research trends in instructional design models: 1999-2014." Journal of Learning Design 10, no. 2 (2017): 85. http://dx.doi.org/10.5204/jld.v10i2.288.

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<p class="JLDAbstract">This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model u

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Scruggs, Thomas E., and Margo A. Mastropieri. "Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization." Exceptional Children 58, no. 3 (1991): 219–29. http://dx.doi.org/10.1177/001440299105800305.

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This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substan

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Liang, Yanlong, and Jijian Lu. "How School Support Influences the Content Creation of Pre-Service Teachers’ Instructional Design." Behavioral Sciences 15, no. 5 (2025): 568. https://doi.org/10.3390/bs15050568.

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In the rapidly evolving educational landscape, understanding how school support influences the content creation of pre-service teachers’ instructional design is crucial for fostering effective teaching practices and sustainable professional development. This study aims to explore the influence pathways and mechanisms through which school support affects the content creation of pre-service teachers’ instructional design. A total of 871 Chinese pre-service teachers were surveyed using an online questionnaire to assess school support, generative AI technology, self-efficacy, and instructional des

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Manzanillo, Regine M. "Design and Validation of an Instructional Module for Business Planning in the BS Entrepreneurship Program." International Journal of Research and Innovation in Applied Science X, no. III (2025): 693–701. https://doi.org/10.51584/ijrias.2025.10030051.

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The rapid change in the curriculum and the increasing demand of education shifted the pedagogical knowledge and skills requirements of teachers. In this time of pandemic, the use of modular instruction to facilitate learning and mastery of the content is advised. The study applied the designed-based research (DBR) approach using the ADDIE model to develop and validate a business plan module for Entrepreneurship students. Experts’ Evaluation Checklist of the Instructional modules, pretest, and posttest for instructional module and students’ evaluation checklist of the instructional modules was

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Poker, Rachel, Andrea Pisa, and Thomas Grant. "The Power of Digital and Promotional Instructional Resources: An Industry & Consultancy Perspective." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 13, no. 1 (2024): 27–33. http://dx.doi.org/10.1177/2327857924131050.

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Currently digital instructions for medical devices are primarily developed for digital products or as promotional instructional labeling and tend to be available in addition to the paper-based Instructions for Use (IFU). In many markets, digital instructions are limited to Healthcare Professional (HCP) use only and the potential benefits to patients are not being realized. This narrative review discusses some of the realities of patient onboarding and the potential to offer additional support to patients learning to inject through the provision of digital instructions. The review explores the

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Morgado, Margarida. "Content, language and intercultural challenges in engineering education: (E-)strategies to improve instructional design." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (2018): 153–61. http://dx.doi.org/10.18844/prosoc.v4i8.3026.

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Intercultural, multilingual and culturally and academically diverse classrooms are a common reality in current higher education (HE) landscapes, as globalisation is effectively taking place in all major schools. Rethinking instructional design strategies that contribute to the overcoming of communication and cultural differences in both online and blended learning processes may help not only improve the development of more efficient online learning environments but also meet the challenges of current teaching and learning processes. Special focus will be put into engineering education through

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Fargo McKinnon, Laura, and Kris S. Helge. "Copyright, open access and library instruction." Library Hi Tech News 31, no. 10 (2014): 13–16. http://dx.doi.org/10.1108/lhtn-07-2014-0064.

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Purpose – The purpose of this article is to provide a general review of the concepts of copyright and open access as they relate to library instruction. The authors provide instructional advice to librarians on these topics. Design/methodology/approach – The authors approach the topic from a descriptive and instructional stance. General research on the topics listed above was conducted and is presented as an overview. Findings – The authors discuss the basics of copyright law, Creative Commons licenses, open access resources and copyright considerations specific to using music in instruction.

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Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledg

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Duchastel, Philippe. "Learning Environment Design." Journal of Educational Technology Systems 22, no. 3 (1994): 225–33. http://dx.doi.org/10.2190/ekxu-3nqt-y0kb-yf27.

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Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.

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Jiaxin, Li. "A Study on the Mechanisms of Influence of High School Music Curriculum Instructional Design on Developing Students' Core Literacy in Music Subject - Structural Equation Modeling." IRA International Journal of Education and Multidisciplinary Studies 19, no. 2 (2023): 91. http://dx.doi.org/10.21013/jems.v19.n2.p5.

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<p>The level of high school music curriculum instructional design determines the effectiveness of high school students' music discipline core literacy development. To clarify the mechanism of the influence of high school music curriculum instructional design on the cultivation of students' core literacy in music can help the cultivation of high school students' core literacy in music. The empirical study using structural equation modeling found that there were significant correlations among the four dimensions within the questionnaire: instructional goals, instructional content, instruct

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Cui, Xiaoqing, and Wei Liu. "Design and Implementation Strategies for English Reading Teaching in Secondary Vocational Schools from the Perspective of Curriculum Ideology and Politics: Taking an English Reading Class as an Example." Journal of Contemporary Educational Research 9, no. 2 (2025): 73–77. https://doi.org/10.26689/jcer.v9i2.9763.

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Within the perspective of curriculum-based ideological and political education, this paper takes a secondary vocational English reading class themed “Invention and Innovation” as an example to delve into the process from instructional content design to implementation. In terms of instructional design, the paper highlights key elements. Profoundly, it discusses the strategies for teaching implementation, including the setting of teaching objectives, the selection of reading instructional materials, and the design and advancement of teaching activities. The aim is to effectively integrate ideolo

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Pendell, Kimberly, and Annie Armstrong. "Psychology guides and information literacy." Reference Services Review 42, no. 2 (2014): 293–304. http://dx.doi.org/10.1108/rsr-10-2013-0052.

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Purpose – This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides. Design/methodology/approach – Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats

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Allanson, Dr Patricia E., and Dr Charles E. Notar. "Designing Online Instruction: How to Become Unflummoxed." International Journal of Social Policy and Education 6, no. 1 (2024): 1–19. http://dx.doi.org/10.61494/ijspe.v6n1a1.

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Successful online instruction/eLearning requires new methods of course design, interaction among course participants, and instructor preparation and support. A well-designed course is one that fosters student learning and interaction. The article provides best practices for designing, developing, and implementing online instruction. Areas covered include assessment, content, design, equipment, feedback, games, instructional design, methods, students, teacher, teacher support, and teaching.

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Sathapornwachana, Jantakan. "Enhancing Content Marketing Design through Design Thinking and the TPACK Framework." International Journal of Information and Education Technology 15, no. 5 (2025): 988–1002. https://doi.org/10.18178/ijiet.2025.15.5.2305.

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This study aims to develop an online learning process that employs design thinking within the Technological Pedagogical Content Knowledge (TPACK) framework, followed by an experimental implementation. The study is segmented into three stages: studying primary requirements, developing the process and executing experiments. The sample group comprised social entrepreneurs, experts in innovation and learning technology, and specialists in content marketing. The study’s findings reveal that half of the entrepreneurs lacked adequate experience in design thinking and acknowledged their limited unders

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Yang, Chia-Shing, and David M. Moore. "Designing Hypermedia Systems for Instruction." Journal of Educational Technology Systems 24, no. 1 (1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.

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In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating direct

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NAJMUDDEEN, Aminat Hassan. "INSTRUCTIONAL METHODOLOGY AND TEACHING PROCEDURES: A GUIDE FOR TEACHERS IN TRAINING." Journal For Professional Teachers (JPT) Volume II, No. 1, June - December 2022 (2022): 58–63. https://doi.org/10.5281/zenodo.7776172.

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Instructional methodology is a set of principles that a teacher uses to impart knowledge on learners based on the content, level of learners and materials used in teaching and learning. It is crucial and the particular ways of presenting instruction in teaching and learning situations, which is necessary to develop a design for an instructional system. A teacher in training should be able to select a particular method based on the subject matter, level of learners and the kind of instructional resources that would be applied in teaching for effective learning. It is also important for would be

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Halupa, Colleen. "Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses." International Journal of Higher Education 8, no. 1 (2019): 55. http://dx.doi.org/10.5430/ijhe.v8n1p55.

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Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designer

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Solikhah, Imroatus. "INSTRUCTIONAL DESIGN IN ENGLISH LESSON PLANS." LINGUA: Journal of Language, Literature and Teaching 11, no. 1 (2016): 33. http://dx.doi.org/10.30957/lingua.v11i1.19.

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The objectives of this study are to describe how indicators, learning objectives and teaching materials are stated in English lesson plans for Elementary School Students based on the criteria of instructional designs using School-Based Curriculum. Five English lesson plans available online are analyzed in this study using content analysis design. The results show that statements of indicators and learning objectives are not matched with the criteria of good instructional design. In addition, learning objectives do not indicate actual teaching materials and action verbs to indicate measurable t

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Giri, Prakash Chandra. "Not Just Content: Piloting On-Demand Learning through Participant-Centered Instructional Design." NPRC Journal of Multidisciplinary Research 2, no. 6 (2025): 75–88. https://doi.org/10.3126/nprcjmr.v2i6.80845.

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The rising demand for developing and piloting on-demand courses in various institutions show a transformation towards flexible, accessible and innovative education practices. As various institutions adopt and adapt this on-demand model to implement the content and documents, the true effectiveness of these courses depends on effective instructional design and full engagement of the learners. This research study explores creative and innovative ideas for developing and piloting on-demand courses that move beyond just telling the content or passive delivery. Grounded in constructivist learning t

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Getahun, Bekele Sarah, Odundo Paul Amollo, Mwangi John Kamau, and Ganira Khavugwi Lilian. "Instructional Content and Quality of Business Studies Textbook in Secondary School in Kenya." International Journal of Educational Technology and Learning 12, no. 1 (2022): 1–9. http://dx.doi.org/10.55217/101.v12i1.498.

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Adequately planned business studies textbook promotes effective independent learning among learners yielding achievement of learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum as its vehicle through which intended content of curriculum is availed to learner encouraging actualization of learning objectives. However, instructional information that does not facilitate realization of specific objectives may limit knowledge construction degrading learner’s mean score in business studies. The study adopted exploratory research design throu

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Harniss, Mark K., Keith L. Hollenbeck, Donald B. Crawford, and Douglas Carnine. "Content Organization and Instructional Design Issues in the Development of History Texts." Learning Disability Quarterly 17, no. 3 (1994): 235–48. http://dx.doi.org/10.2307/1511076.

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Designing effective content area texts requires attention to both organization of the content and the instructional strategies used to highlight important information. Content should be organized to show relationships among factual information, concepts, rules, and organizational structures at both the lesson and the curricular level. Instructional strategies should be organized to highlight, integrate, and apply critical concepts and to provide cumulative review of those concepts across the curriculum.

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Lee, Byeongjik, Echeol Kang, Namhee Kim, and Boyoung Seok. "Effects of GenAI Prompts on Instructional Design." Korean Association For Thinking Development 21, no. 1 (2025): 163–91. https://doi.org/10.51636/jotd.2025.04.21.1.163.

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This study aimed to explore the application of six types of Generative AI prompts in the instructional design process—instructional analysis, performance objective, assessment instrument, and instructional strategy—and to conduct a comparative analysis of the resulting outputs. While no significant differences were observed among the prompts in terms of general target analysis, the Persona prompt demonstrated superior specificity and depth in sub-function analysis, and was therefore adopted as the benchmark for subsequent design stages to ensure coherence and consistency. In a further comparis

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Liu, Shuo. "Backward Instructional Design in High School Mathematics Based on the Alignment of Teaching, Learning, and Assessment." Education Insights 2, no. 7 (2025): 1–10. https://doi.org/10.70088/w0qa1a53.

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This paper, grounded in the theory of alignment among teaching, learning, and assessment, explores the practical application of backward instructional design in high school mathematics instruction, using the topic "Basic Properties of Probability" from the People's Education Press (A Edition) textbook as a case study. The study first establishes learning objectives through an analysis of curriculum standards and textbook content, identifying overarching concepts, clarifying desired understandings, and formulating essential questions. Assessment evidence is then determined from three dimensions

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Silva Filho, Antonio Sabino, Sergio Roberto Silveira, Silvia Letícia Silva, and Umberto Corrêa. "Instructional Cues in Futsal Teaching, Coaching and Matches." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 8, no. 2 (2022): 210–26. http://dx.doi.org/10.17979/sportis.2022.8.2.9024.

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This study investigated what are the verbal cues provided in futsal contexts of teaching-learning, training, and official matches, and what are their attentional foci. A cue refers is a short instruction that constrains the students/athletes to direct their attention to critical elements for successful performance. 1543 instructional cues were collected from Physical Education (PE) classes, futsal training sessions and futsal matches of an official championship. Data were analysed based on content analysis method and categorized through the Systematic Analysis of Pedagogical Content Interventi

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Dew, Ting Pick, Suyansah Swanto, and Vincent Pang. "Crafting Comprehension: A Systematic Guide to Designing and Developing an Inquiry-Based Reciprocal Teaching (IBRT) Module." International Journal of Research and Innovation in Social Science IX, no. V (2025): 6358–72. https://doi.org/10.47772/ijriss.2025.905000492.

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This paper presents a systematic eight-step framework for designing and developing a contextually appropriate reading module, integrating three key pedagogical frameworks: a modified DDR within the ADDIE instructional design model, the BSCS 5E instructional model and the reciprocal teaching strategies. Inquiry-Based Reciprocal Teaching (IBRT) module was developed based on the needs analysis involved 282 Form Four ESL learners and 12 ESL educators from Penampang, Sabah, identifying key challenges in reading comprehension. Designed in alignment with the CEFR and the Malaysian Standard-Based Engl

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Vikram, Mathur. "Adapting Design Instruction to Online Teaching and Learning Methods." International Journal of Design and Allied Sciences (IJDAS) 1, no. 1 (2022): 8–11. https://doi.org/10.5281/zenodo.7634571.

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<strong>Abstract:</strong> In today’s VUCA (Volatility- Uncertainty- Complexity- Ambiguity) world, traditional methodologies of instruction for subjects such as Design (a subject studied and learnt through a five-sensing process) is fast getting redundant. The changing scenario calls for a flexible and adaptable skill-set for teaching this sensitive discipline. This article aims to identify ways to develop motivation, relevance and effectivity in the learning experience and also suggest a structure for instructional strategy in the online modality. By Identifying and including online fea

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Abengoza, Guia B., Jona C. Agubang, Maria Lakasdiwa S. Bagayawa, Maricres H. Berjuela, Emily I. Calagoyo, and Cherry Love B. Montales. "Use of SAM in Developing Instructional Numeracy Materials." American Journal of Education and Technology 4, no. 1 (2025): 55–61. https://doi.org/10.54536/ajet.v4i1.4256.

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In the Philippines, numeracy abilities are important because they play a major role in the country’s economic development, technological advancement, and general societal advancement. This study assessed the numeracy skills and proficiency of Grade 6 students of Agaton C. Rodriguez Elementary School. Based on the Albay Numeracy Assessment Tool (ALNAT) pre-test result, the researchers were able to construct instructional videos in Mathematics 6 following the SAM model of instruction, which can help in the improvement of the students who fall in need of major support level during the numeracy as

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Yan, Jimiao, Ahmad Johari Bin Sihes, and Yan Zhang. "“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design." Arab World English Journal 14, no. 3 (2023): 50–65. http://dx.doi.org/10.24093/awej/vol14no3.4.

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The importance of instructional design competency for university lecturers of English as a Foreign Language in delivering Higher-ordered, Innovative, and Challenging courses within the Golden Curriculum context in China cannot be underestimated. However, research in this area is limited, posing the need for teachers to reskill and upskill themselves to improve their teaching competencies. Therefore, this study aims to develop an instructional design competency framework based on a content analysis of 18 national award-winning instructional designs from the Star Teacher Contest between 2020 and

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Renirie, Rebecca Hill. "Instruction through virtual reference: mapping the ACRL framework." Reference Services Review 48, no. 2 (2020): 243–57. http://dx.doi.org/10.1108/rsr-09-2019-0060.

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Purpose The purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework. Design/methodology/approach The author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Ad

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Sakulwichitsintu, Songlak. "Mobile Technology – An Innovative Instructional Design Model in Distance Education." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 07 (2023): 4–31. http://dx.doi.org/10.3991/ijim.v17i07.36457.

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This research aims to introduce and examine the innovative instructional design model with Mobile Technology for undergraduates of School of Liberal Arts at Sukhothai Thammathirat Open University. Furthermore, it will evaluate the innovative instructional design model with Mobile Technology accordingly. The participants in the project comprised 30 undergraduates from the Information Science program, Thai Studies program, and English program who took the Science, Technology and Environment for Life course. They were selected through the cluster sampling technique. The research instruments compr

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Savic, Goran, Milan Segedinac, and Zora Konjovic. "Automatic generation of E-Courses based on explicit representation of instructional design." Computer Science and Information Systems 9, no. 2 (2012): 839–69. http://dx.doi.org/10.2298/csis110615005s.

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This paper presents the system for automatic generation of IMS LD compliant E-Course from three components: machine readable explicit representation of instructional design, ontology of learning goals, and IMS Content Packaging compliant learning resources. For the explicit representation of instructional design, we have created a new domain-specific language named ELIDL which is aimed primarily at assistance to implementation of various pedagogical approaches in the course. Using ELIDL a teacher defines instructional design template which is one of the input parameters for the course generati

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Surbakti, Rudy, Satria Evans Umboh, Ming Pong, and Sokha Dara. "Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms." International Journal of Educational Narratives 2, no. 6 (2024): 483–93. https://doi.org/10.70177/ijen.v2i6.1659.

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The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload.

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Chamberlin, Barbara, Jesús Trespalacios, and Rachel Gallagher. "The Learning Games Design Model." International Journal of Game-Based Learning 2, no. 3 (2012): 87–110. http://dx.doi.org/10.4018/ijgbl.2012070106.

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Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves’ in both content and game design, and (c) test extensively throughout development with members of the target audience. Th

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Cordova, Williza, and Joji Linaugo. "Pedagogical Content Knowledge Practices of Public School Science Teachers." Technium Social Sciences Journal 37 (November 9, 2022): 37–50. http://dx.doi.org/10.47577/tssj.v37i1.7584.

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Abstract. Pedagogical Content Knowledge (PCK) is used to determine the development of pedagogical and disciplinary science teachers; knowledge over time. Hence, investigating the extent of PCK practice is essential as it predicts how teachers carry out instructions. The study determined science teachers’ extent of PCK practice in public schools in a medium-sized division in Central Philippines in the areas of Subject Matter Knowledge (SMK), Instructional Representation Strategies (IRS), Instructional Objective and Context (IOC), and Knowledge of Students’ Understanding (KSU) using the descript

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