Relevant bibliographies by topics / Instructional design

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Instructional design'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Instructional design"

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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluatio
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Moore, Patrick, and Chad Fitz. "Gestalt Theory and Instructional Design." Journal of Technical Writing and Communication 23, no. 2 (1993): 137–57. http://dx.doi.org/10.2190/g748-by68-l83t-x02j.

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Research on the visual presentation of instructions (and other texts) tends to be repetitious, unsystematic, and overly complex. A simpler yet rich approach to analyzing the visual dimension of instructions is Gestalt theory. Gestalt principles of proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity provide a powerful approach to making instructions more inviting and consistent, as well as easier to access, follow, and understand. This article applies six Gestalt principles to a badly designed instruction to show what improvements result when Gestalt theor
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Ali, Ahmed. "Instructional design and online instruction." TechTrends 47, no. 5 (2003): 42–45. http://dx.doi.org/10.1007/bf02763205.

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Ibtisam Jassim Mohammed. "Evaluation in Instructional Design." مجلة آداب الفراهيدي 13, no. 44 (2021): 375–91. http://dx.doi.org/10.51990/jaa.13.44.1.19.

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This research investigated evaluation in instructional design. Evaluation is an integral part of any model of instructional design. It is of three types: formative evaluation, summative evaluation and confirmative evaluation. Evaluators are interested in evaluating all aspects of instruction such as learning, learners, teachers, facilities, behavior and financial spending. It is worthy to mention that evaluation should take place at different phases within different times for instances Formative evaluation is used to provide feedback to designers as the instruction is “forming” or being “devel
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Ziegenfuss, Donna Harp. "Information Literacy and Instruction: Backward Design: A Must-Have Library Instructional Design Strategy for Your Pedagogical and Teaching Toolbox." Reference & User Services Quarterly 59, no. 2 (2020): 107. http://dx.doi.org/10.5860/rusq.59.2.7275.

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Library instruction sessions, courses, and programs benefit from a strategic and intentional instructional design approach. This type of approach can provide a framework for librarian discussions with collaborators, such as faculty or other stakeholders, and facilitate librarians’ advocacy efforts for information literacy instruction in the curriculum. But in the midst of busy schedules and competing responsibilities, it can be difficult to find time and a strategy that works well for library instructional contexts. This column shares an instructional design strategy adopted by librarians to a
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Mitzner, Tracy, Maurita Harris, Kenneth Blocker, and Mimi Trinh. "Developing Instructional Support for MEDSReM-2 Through Human Factors Design Principles." Innovation in Aging 5, Supplement_1 (2021): 229. http://dx.doi.org/10.1093/geroni/igab046.883.

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Abstract Appropriate instruction is critical for ensuring the MEDSReM-2 system (i.e., smartphone app, blood pressure monitor, online portal) will be easily and effectively used and will, therefore, be more likely to be adopted. We will present our iterative processes for developing instructional support for MEDSReM 2 using human factors design principles (e.g., task analyses, comparative analyses, expert evaluation of mock-ups with screen flows). The instructional supports include user manuals, videos, as well as instructions within the MEDSReM 2 app. We will also highlight design principles u
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Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of ins
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Hong, Sung Wook. "A Study on the Development of Team-Based AMOS Instructional Design Model." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 22 (2024): 1139–59. http://dx.doi.org/10.22251/jlcci.2024.24.22.1139.

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Objectives The purpose of this study is to overcome the limitations of the AMOS model, a field-oriented integrated instructional design model, and to develop a team-based AMOS instructional design model in which multiple instructors use collective intelligence to perform instructional design activities. Methods The method of this study is design and development research methodology. First, a team-based AMOS instructional design model is developed through the researcher's experience and literature review. Second, the team-based AMOS instructional design model developed first is verified for val
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Moore, Joseph. "Direct Instruction: a model of instructional design." Educational Psychology 6, no. 3 (1986): 201–29. http://dx.doi.org/10.1080/0144341860060301.

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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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Dissertations / Theses on the topic "Instructional design"

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Wasko, Christopher Warren. "Instructional Design Guidelines for Procedural Instruction Delivered via Augmented Reality." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23142.

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Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content.  A set of message design guidelines, created using a design and development resea
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Yeo, (Sue) Siew Hoong. "Understanding The Practices of Instructional Designers Through The Lenses of Different Learning Theories." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367862206.

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Stubbs, S. Todd. "Design Drawing in Instructional Design at Brigham Young University's Center for Instructional Design: A Case Study." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1666.pdf.

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Cannon, Christopher Garrett. "Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theo
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Allen, Shamon A. "Project Management in Instructional Design." Franklin University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=frank1608218964814976.

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Karl, Laura C. "Elementary Teachers' Perceptions of Technology Proficiencies and Motivation to Integrate Technology in School Curriculi." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/970.

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Despite the availability of technological resources, the number of teachers integrating and using technology innovatively in the classroom is unknown. This qualitative investigation explored teachers' perceptions of proficiency in the use of computer technology in the classroom. Self-determination theory assisted the examination of motivation as decisions are made to integrate technology into the classroom curriculum. The research questions addressed the self-determination of teachers, decision making processes to integrate technology, and perceived technology competence. A qualitative, multip
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Gernert, Rodney L. "Impact of the Study Island Program on Students' Reading Comprehension." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1162.

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School administrators at the research site, which is a public school district, had been under pressure to improve low reading state scores of Grade 11 students as measured by Pennsylvania System of School Assessment (PSSA) tests. A web-based reading software called Study Island was integrated into the literacy curriculum for students to increase their reading proficiency and pass PSSA state tests. The research problem was that the integration of Study Island had not been evaluated and students were not meeting adequate yearly progress (AYP). The purpose of this study was to provide research-ba
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Lim, Hedy. "Discovering expert instructional designers' heuristics for creating scenario-based workplace instruction." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103202.

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<p> Scenario-based instructional design is ideal for workplace training, as it promotes practical and performance-based learning through the use of realistic situations. The research problem is a need for well-defined heuristics, what Gibbons (2014) called operational principles and what York and Ertmer (2011) called rules of thumb, being basic guidelines that promote and characterize expertise, in the area of scenario-based online instruction. The purpose of this Delphi study was to gather expert feedback on ideas in the form of a set of best practices for scenario-based online instructional
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Russell, Philip Michael. "Focused instructional multimedia design guidelines." Thesis, Staffordshire University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325220.

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Wilson, Michael W. "Librarians’ Use of Instructional Design Methods in Creating Information Literacy Instruction." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/75.

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The purpose of this sequential explanatory mixed methods study was to determine whether instruction librarians in the United States and Canada were using instructional design (ID) methods, and to identify potential explanations for their adoption or rejection of those methods. The theory of planned behavior (Ajzen, 1985) served as the theoretical framework for the study. Research questions examined the relationship between respondents’ reported use of ID methods and the following factors: (a) behavioral, normative, and control beliefs, (b) demographic factors, and (c) professional identity as
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Books on the topic "Instructional design"

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J, Ragan Tillman, ed. Instructional design. 3rd ed. J. Wiley & Sons, 2005.

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Smith, Patricia L. Instructional design. Merrill, 1993.

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Smith, Patricia L. Instructional design. Merrill, 1993.

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J, Ragan Tillman, ed. Instructional design. 2nd ed. Merrill, 1999.

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Piskurich, George M. Rapid Instructional Design. John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119207528.

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David, Twitchell, ed. Instructional design theory. Educational Technology Publications, 1994.

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Piskurich, George M. Rapid Instructional Design. John Wiley & Sons, Ltd., 2006.

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McArdle, Geri. Developing instructional design. Crisp Publications, 1991.

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Mangtani, Ankita Jiyani. Instructional Design Unleashed. Apress, 2024. http://dx.doi.org/10.1007/979-8-8688-0416-8.

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Pucel, David J. Performance-based instructional design. Gregg Division, McGraw-Hill, 1989.

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Book chapters on the topic "Instructional design"

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Sweller, John. "Instructional Design." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-16999-6_2438-1.

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Niegemann, Helmut. "Instructional Design." In Handbuch Bildungstechnologie. Springer Berlin Heidelberg, 2020. http://dx.doi.org/10.1007/978-3-662-54368-9_7.

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Niegemann, Helmut. "Instructional Design." In Springer Reference Psychologie. Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-54373-3_7-1.

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Akella, Nirupama. "Instructional Design." In Street-Level Bureaucracy in Instructional Design. Routledge, 2024. http://dx.doi.org/10.4324/9781003426806-2.

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O'Connor, Paul, Angela O'Dea, and Dara Byrne. "Instructional Design." In The Essential Handbook of Healthcare Simulation. CRC Press, 2023. http://dx.doi.org/10.1201/9781003296942-3.

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Dashew, Brian, and Diane Gayeski. "Instructional Design." In Understanding the Adult Learner. Routledge, 2023. http://dx.doi.org/10.4324/9781003448471-18.

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Keeler, Christy G. "Instructional Design." In Online, Blended, and Distance Education in Schools. Routledge, 2023. http://dx.doi.org/10.4324/9781003446194-5.

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Starkloff, Philipp. "Instructional Design." In Berufsfelder der Pädagogischen Psychologie. Springer Berlin Heidelberg, 2023. http://dx.doi.org/10.1007/978-3-662-65879-6_8.

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Rennie, Frank, and Keith Smyth. "Instructional design." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-105.

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Snell, Linda, Daisuke Son, and Hirotaka Onishi. "Instructional Design." In Understanding Medical Education. John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch6.

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Conference papers on the topic "Instructional design"

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Abdullah, Md, Vibhav Nirmal, and Mahmudur Rahman. "Comparing the Efficacy of Virtual Reality Training, Augmented Reality Instruction and Traditional Paper-Based Instruction Methods for Assembly Tasks." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005670.

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The landscape of instructional methods is continually evolving, driven by advancements in technology. Virtual Reality (VR) and Augmented reality (AR) are emerging technologies offering innovative approaches to training and providing real-time assistance. In order to compare the efficacy of these methods in assembly tasks, in this study, 24 participants were randomly assigned to three groups: one group used paper-based instructions, while another used instruction displayed through the HoloLens 2.0 (AR), and the remaining group was trained in a fully immersive VR environment and were asked to pe
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Richiteanunastase, Elenaramona, Camelia Staiculescu, and Corina Cace. "CHANGES IN ADULT INSTRUCTIONAL DESIGN PARADIGM." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-046.

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Instructional design/ designing training activities for adults is an activity that requires the anticipation of the steps that will be covered in the training process. This includes anticipating the objectives, content, methods, resources and assessment instruments in the context of a training activity. The analysis of the main instructional design models highlights a paradigm shift in the design training activities for the adults through a shift from product-centered design models (centered on the learning outcomes), to process-centered models (centered on the components of the training proce
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Romadhon, Muhammad Imron, Suprapto, Onky Muhammad, and Nur Qomariyah. "Instructional Design Learning." In IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning. ACM, 2020. http://dx.doi.org/10.1145/3377571.3377583.

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Kumar, Vive, Stella Lee, Munir El-Kadi, Priyaadharshini Manimalar, Thamaraiselvi Somasundaram, and Mohan Sidhan. "Open instructional design." In 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314104.

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Bayliss, Jessica D., and David I. Schwartz. "Instructional design as game design." In the 4th International Conference. ACM Press, 2009. http://dx.doi.org/10.1145/1536513.1536526.

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Gusukuma, Luke, Austin Cory Bart, Dennis Kafura, Jeremy Ernst, and Katherine Cennamo. "Instructional Design + Knowledge Components." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3159478.

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Trif-Boia, Andreea Elena. "INSTRUCTIONAL DESIGN IN EDUCATION." In ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202201.

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Purwananti, Yepi Sedya, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Cognitive Instructional Design (CID) In Proficiency Oriented English Instruction: The Design Principles." In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008410002110215.

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Simões-Borgiani, Danielle, and Hans Waechter. "Use of instructional design in design artifacts of planning for instruction of collections." In 6th Information Design International Conference. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/designpro-cidi-55.

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Liang, Xinyi, and Chi-Un Lei. "Instructional Design Assistant Mentorship Scheme for Innovations on Virtual Instruction." In 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2022. http://dx.doi.org/10.1109/tale54877.2022.00078.

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Reports on the topic "Instructional design"

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Kintsch, Eileen, Robert D. Tennyson, Robert M. Gagne, and Daniel J. Muraida. Designing an Advanced Instructional Design Advisor: Principles of Instructional Design. Volume 2. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada238530.

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Hickey, Albert E., J. M. Spector, and Daniel J. Muraida. Design Specifications for the Advanced Instructional Design Advisor (AIDA). Volume 1. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada248201.

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Buehner, Linda J. Instructional Design: Impact of Subject Matter and Cognitive Styles. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada177066.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are d
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expe
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Supovitz, Jonathan. Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Consortium for Policy Research in Education, 2013. http://dx.doi.org/10.12698/cpre.2013.geeval.

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Supovitz, Jonathan. Slowing Entropy: Instructional Policy Design in New York City, 2011-12. Consortium for Policy Research in Education, 2014. http://dx.doi.org/10.12698/cpre.2014.pb14-3.

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Halff, Henry M., and J. M. Spector. Designing an Advanced Instructional Design Advisor: Possibilities for Automation. Volume 3. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada236800.

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Atuhurra, Julius, Rastee Chaudhry, and Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, asse
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Osburn, Laura Ann, and Bethany Lynn Glasco. Instructional Design Briefing A Brief Overview in Relation to the China COE. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1331301.

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