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De, Villiers Mary Ruth. "The dynamics of theory and practice in instructional systems design." Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-02212003-180121.
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Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.
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Naxer, Meghan. "Malleable Mindsets: Rethinking Instructional Design in Undergraduate Music Theory." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20487.
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This dissertation explores why undergraduate music theory students may not be motivated in their classes and how we can begin to improve music theory pedagogy by addressing the negative preconceptions surrounding the subject and changing student motivation. I will investigate student motivation in the core curriculum of music theory by studying students’ self-theories (that is, the mindsets that they bring to the study of the subject, which dictate whether they view a construct like intelligence or ability as being either malleable or fixed) and detailing how an instructional design specific to music theory may influence that self-theory. By drawing upon research in fields outside of music theory, such as psychology, mathematics, and video game design, I will show how our classrooms can be more motivating and engaging through the adoption of an instructional design that ultimately helps our students develop a stronger ability in music theory.
I theorize that a model for improving student motivation begins with the Instructional Design for Incremental Self-Theory Adoption (IDISTA). This model introduces a new way of designing a course through different levels of focus based on a student-centered approach to teaching. By using IDISTA, teachers can design their courses in a way that encourages students to adopt a more malleable mindset as they pursue their studies in music theory. Based on my theoretical model of motivation, I propose that students will adopt a more malleable mindset that will lead to a change in motivation, and also to an increase in their music theory ability.
These robust models provide an important and significant contribution to the field of music theory pedagogy by transforming the way instructors design and conceptualize their curricula. Most importantly, these models and their application in music theory pedagogy will improve the learning environment for our students and help them gain a new fluency in understanding music.
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South, Joseph B. "Views and Use of Theory by Practicing Instructional Designers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1645.
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Formal instructional design (ID) theories, intended to guide instructional designers' decision-making and design practices, have grown in abundance in recent years. These ID theories are based on learning theories that form the foundation for applied work in the field. However, researchers are concerned that these theories may not be applicable to the day-to-day practice of instructional designers. While some studies investigate the application of ID process models, studies of learning theory and ID theory in practice are rare. Consequently, there is little information about the nature and extent of the gap between our field's theory and its practice. This qualitative study investigated whether theory is actually being used by practicing instructional designers and why. Researchers interviewed seven practitioners on three occasions and examined the artifacts of their work. Drawing upon hermeneutic, phenomenological, and ethnographic traditions of inquiry, results were analyzed, generating eight themes and four suggestions. These themes highlighted that these practitioners generally valued learning and ID theory, but also found theoretical ideas from other disciplines applicable. Few referenced theory regularly and most did not spend much time updating themselves on the theory of the field. Most said they rely on intuition to make design decisions in their work, and that theory is one among several significant influences that impact their decisions. Most said that their training in theory would have been more useful if it was more practice oriented. The four suggestions were (a) to create reference implementations of new theories in multiple context via industry partnerships, (b) to create theories that adapt to practical pressures, (c) to allocate significant time for learners in ID training programs to apply theory in practical settings under expert theoretical guidance, and (d) to expand professional development opportunities for practitioners that focus on exemplary implementations of theory in practical settings. The overarching implication of this study is that the relevance of theoretical work to practitioners is directly impacted by the practicality of the theory in the hands of typical practitioners and that more measures can be readily implemented by theorists and by those who train and mentor practitioners to bring this about.
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Stewart, Alexander McColl. "Practice, principles, and theory in the design of instructional text." Thesis, University of Glasgow, 1986. http://theses.gla.ac.uk/2500/.
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This study is concerned with an analysis of the research arising from three quite different perspectives on instructional text - the `physical characteristics' research (legibility, layout, and readability), the `improvement of text' research (visual illustrations, adjunct aids, and typographical cueing), and the `learning theories' research (representation of knowledge, human memory, and quality of learning). From this analysis there is synthesised principles for the design of instructional text against which heuristic practice in text design is evaluated and from which a nascent theory of instructional text design is evolved. The principles derived from the various research perspectives provide a basis for the manipulation of text design elements in order to ensure that (a) existing knowledge in the reader can be activated, and (b) new knowledge can be assimilated in a manner facilitative of comprehension by (i) presentation in a structured and organised way, and (ii) appropriately highlighted through verbal and typographic cueing supported, as required, by verbal illustration and organisation. The emerging theory of instructional text design suggests: a topical analysis to determine the heirarchic relationship of ideas within the topic and the desired learning outcomes or objectives; a consideration of the linguistic aspects of the text; a consideration of the role of visual illustrations; and a consideration of the physical parameters of the text. These activities are concerned, respectively, with the design areas of structure and organisation, readability, visual illustration, and legibility, and are summed up in the acronym SORVIL.
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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.
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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".
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Karakus, Turkan. "Exploration Of Instructional Design Process And Experience Of Novice Instructional Designers Through The Framework Of Activity Theory: A Case Study In An Instructional Design Course." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613475/index.pdf.
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Contextual issues have considerable role on learning outcomes of instructional design process. In this dissertation study, an instructional multimedia design and development course was explored to understand how contextual issues influence the experience and processes of Novice Instructional Designers&rsquo(NIDs) activities in an instructional design project. The main participants of the study were 47 junior Computer Education and Instructional Technology students who were enrolled in the course. Besides, 26 students who took the course in previous years also participated in the study to verify the results. In the course, the students followed an instructional design process, including analysis, design, development, implementation and evaluation (ADDIE framework) phases while developing instructional multimedia products. The researcher, as one of the facilitators of the course, aimed to guide the project teams iteratively to make them effectively collaborate with the community consisting of target group students, teachers, group members, graduate students and subject matter experts. Moreover, the researcher and other facilitators provided methodological and technical tools that novice instructional designers needed for their projects. Thus, the researcher was a part of the natural context. A qualitative approach was used to collect the data and Activity Theory (Engeströ
m, 1999) was utilized to analyze contextual issues, find out interrelationship between contextual issues and present the results. Results showed that especially expectation and motivations of NIDs, team working skills, role of facilitator and role of target group was important to understand the instructional design experience and quality of processes which was conducted in instructional design. The results will be useful in improvement of instructional design course settings to strength practical skills of novice instructional designers.
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Watson, William R. "Formative research on an instructional design theory for educational video games." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3278250.
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Thesis (Ph.D.)--Indiana University, School of Education, 2007.Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3816. Adviser: Charles M. Reigeluth. Title from dissertation home page (viewed May 8, 2008).
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Antwi, Samuel. "Formative Research on Component Display Theory." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1510679208927503.
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Morabito, Paige N. "Grounded theory approach to understanding student perceptions of asynchronous high school learning environments." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/833.
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Although the development of cyber high schools over the last 10 years has increased, no data are reported in the literature regarding the factors that have contributed to the increased enrollment or student perceptions of success. The purpose of this grounded theory study was to develop a theory describing why students currently enrolled in an online high school program chose an asynchronous setting and their subsequent perceptions of success. Critical pedagogy, as a basis of transformational experiences through education, served as the conceptual framework. An attitudinal survey, provided as a limited data set by the high school, was used to identify preliminary generative themes responding to the research questions. Based on the preliminary themes, student interviews were conducted until data saturation was reached. Data were analyzed using the constant comparative coding method to address the research questions. Interviews and surveys provided the necessary data for triangulation through multiple achievement based comparison groups, enabling cross-checking between theoretical constructs and specific criterion identified during data analysis. Findings suggested these students migrated to an asynchronous high school to address the perceived detrimental effects as identified in one of the four generative themes: traditional classroom setting, inflexible scheduling, needing a more individualized curriculum, or issues related to school culture. Moreover, findings indicated that students' perception of success appear to have increased as a result of their migration to an online setting. The findings from this study may help teachers, guidance counselors, and administrators better advise their students in identifying the best learning environment, enabling students to enhance their own learning and potentially experience an increased perception of success.
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Donnelly, David Scott. "A Warranted Domain Theory and Developmental Framework for a Web-based Treatment in Support of Physician Wellness." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4469.
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This study employed a design-based research methodology to develop a theoretically sound approach for designing instructional treatments. The instruction of interest addressed the broad issue of physician wellness among medical school faculty, with particular emphasis on physician self-diagnosis and self-care. The theoretically sound approach comprised a domain theory and design framework. The domain theory was posited subsequent to an examination of the literature, and subjected to expert examination through three cycles of instructional treatment development. The design framework for crafting the treatment was created from components of existing frameworks, and evolved with the cycles of development. The instructional treatment was designed to be delivered to a web browser from a server using a Python microframework to preserve the anonymity of the end user.
Experts in three relevant knowledge domains verified that the instructional treatment embodied the domain theory, and was suitable for use as a practical instructional treatment. Subsequently, a limited-time pilot deployment was initiated among practicing faculty physicians (N=273) to solicit user feedback. Responses were obtained through a survey instrument created for the purpose and hosted on a remote website. Although the response rate was low (12%), the responses were encouraging and useful for guiding future research and treatment development.
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Gentry, Wendy Ann. "Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/82931.
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Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols in Instructional Design and Technology (IDT) academic articles. The term theory symbol is used to define a concept that, after its original publication, is subsequently incorporated by later writers through citation. Exploring the citation history of the seminal publications makes it possible to trace theory symbol use over time and thus to trace its dissemination in the field. A typology of theory symbol use in IDT academic publication is developed through a citation context analysis (CCA) of a sample of articles published in Educational Technology Research and Development (ETRD) and its predecessor journals (1953–2012) which incorporate theory symbols through citation. This analysis contributes to an understanding of how theory has shaped IDT disciplinary knowledge and augments discourse analysis and bibliometrics by examining the context in which theory is incorporated into academic publication.Ph. D.
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Sowers, Bruce. "An Investigation of the Role of Technology in Instructional Designers' Decision-Making." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/312.
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The instructional design theory-practice gap is a recognized problem within the research literature. Emphasis on studies that aim to identify how instructional design theories and models are applied in everyday practice has shed light on the need for further investigation into instructional designers' decision-making processes. In particular, given the pervasiveness of computing technology in education, it is important to understand what role technology plays in the design of instruction in higher education settings.
The goal of this research was to explore the theory-practice gap in instructional design decision-making within the context of designing technology-enhanced instruction in higher education and determine what can be learned from other design disciplines that will inform the development and refinement of instructional design theories and models.
In this qualitative research study, the researcher collected and analyzed data from a web-based questionnaire and follow-up phenomenological interviews. Data analysis employed the use of both content analysis of the questionnaire responses and interpretative phenomenological analysis of the interview transcripts.
Findings indicate that instructional designers' decision-making processes are influenced by several factors during the design process. Designers view the roles differently, depending on their position within the design process. Furthermore, concepts of design decision-making which have been contributed to architectural design can be applied to how instructional designers practice. Finally, while technology is an integral part of online course design, its perceived role is dependent on the position of the designer within the designer process.
The results build on previous research in the area of instructional design, and add to the body of knowledge about how designers think when making design decisions, as well as, and the role which technology plays in these decisions. Themes uncovered in this study identified specific areas for further study which will help researchers and practitioners connect existing instructional design theories and models to current practices.
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Zakaria, Sohaimi. "Information processing strategies and styles in relation to instructional design : a grounded theory approach." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251412.
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Grieve, Susan M. "Cognitive Load Theory Principles Applied to Simulation Instructional Design for Novice Health Professional Learners." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_pt_stuetd/78.
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While the body of evidence supporting the use of simulation-based learning in the education of health professionals is growing, howor why simulation-based learning works is not yet understood. There is a clear need for evidence, grounded in contemporary educational theory, to clarify the features of simulation instructional design that optimize learning outcomes and efficiency in health care professional students.
Cognitive Load Theory (CLT) is a theoretical framework focused on a learner’s working memory capacity. One principle of CLT is example based learning. While this principle has been applied in both traditional classroom and laboratory settings, and has shown positive performance and learning outcomes, example based learning has not yet been applied to the simulation setting. This study had two main objectives: to explore if the example-based learning principle could successfully be applied to the simulation learning environment, and to establish response process validation evidence for a tool designed to measure types of cognitive load.
Fifty-eight novice students from nursing, podiatric medicine, physician assistant, physical and occupational therapy programs participated in a blinded randomized control study. The dependent variable was the simulation brief. Participants were randomly assigned to either a traditional brief or a facilitated tutored problem brief. Performance outcomes were measured with verbal communications skill presented in the Introduction, Situation, Background, Assessment, Recommendation (I-SBAR) format. Response process evidence was collected from cognitive interviews of 11 students.
Results indicate participation in a tutored problem brief led to statistically significant differences at t(52)=-3.259, p=.002 in verbal communication performance compared to students who participated in a traditional brief. Effect size for this comparison was d=(6.06-4.61)/1.63 = .89 (95% CI 0.32-1.44). Response process evidence demonstrated that additional factors unique to the simulationlearning environment should be accounted for when measuring cognitive load in simulation based learning (SBL).
This study suggests that example based learning principles can be successfully applied to SBL and result in positive performance outcomes for health professions students. Additionally, measures of cognitive load do not appear to capture all contribution toload imposed by the simulation environment.
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Morrow, Linda. "Instructional design from theory to practice, a guidebook for designing and implementing effective instruction : alcohol abuse prevention programs for adolescents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0011/MQ52472.pdf.
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Stone, Brenda. "Efficacy of Collaborative Consulting Training Module." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10270148.
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Code for America Fellowships pair technologists with local city governments to develop digital tools that support how governments provide service to their communities. The lack of project sustainability following these Fellowships has been a source of dissatisfaction for both Fellows and clients. Code for America supports each Fellow with technical training, but provides no training on consulting techniques that help clients sustain the changes or new technology being introduced. The purpose of this action research study was to determine the efficacy of a collaborative consultation module for the Fellows at Code for America. To gather data, surveys, interviews and analysis of Fellow and client project satisfaction were conducted. Findings will inform improvements to future consultation skills training and identify activities or approaches that can enhance project sustainability.
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Glazatov, Trelisa. "Applying the Component Display Theory to the Instructional Design and Development of an Educational Mobile Application." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/55.
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Mobile technologies present an opportunity for scholars and practitioners to extend the application of instructional design theories and models to a mobile learning environment. The goal was to examine mobile learning design and development issues, validate and extend the instructional design theory, Component Display Theory (CDT), to the development of mobile learning activities, and recommend guiding principles for mobile learning system development.
Using a formative research approach, which focuses on improving design theory for instructional practices and processes, CDT was used to design a tutorial mobile application targeting faculty professional development. This design instance was formatively evaluated to determine how CDT can be used to guide the design and development of a mobile learning environment; the key processes that are pertinent to translating instructional design plans into mobile learning lessons; and the challenges and issues in designing instruction for a mobile learning environment.
The findings resulted in the identification of variables and factors related to the instructional strategies, design variables, and the learning system that affected the application of the CDT. Recommendations and further research opportunities are presented to increase practitioner use of the theory and to address learner and organizational readiness. This research contributes to the field of instructional design and development by examining how underlying theories, principles, and frameworks can be applied to the design and development of mobile learning systems.
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Gabbitas, Bruce William. "Critical Thinking and Analyzing Assumptions in Instructional Technology." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1883.
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In the field of instructional technology critical thinking is valued both as a practice for those in the field and as a skill or habit to teach and measure. However, traditional conceptions of critical thinking are limited in their usefulness and restricted to particular kinds of thinking and reasoning. Conceptions of critical thinking in instructional technology are dominated by these traditional perspectives. Missing is a substantive dialogue on the nature of critical thinking. despite the fact that such dialogue is a part of critical thinking scholarship outside of instructional technology. One of the primary limitations of traditional critical thinking is the failure to emphasize the recognition and analysis of underlying assumptions. Assumptions underlie every theory and practice in any field of discipline. Critical thinking itself cannot be practiced without the influence of assumptions, both acknowledged and implicit. In order for a critical thinking approach to facilitate analysis of assumptions it must be sensitive to the characteristics of assumptions and the roles assumptions play in everyday life. For this thesis, I propose a model of critical thinking that involves principles and practices that aid the professional in recognizing and evaluating assumptions, revising assumptions when needed, and adapting practices to align with assumptions. Such critical thinking in instructional technology has the potential to improve the practice of current theories, advance theories in the future, and guide practitioners in decision-making.
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Caswell, Cynthia Ann. "Relational processing theory and instructional design, designing writing resource materials for ESL teachers and students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40135.pdf.
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Black, Aprille Noe. "The Design and Development of a Theory Driven Process for the Creation of Computer-Supported Collaborative Learning in an Online Environment." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26800.
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Educators are struggling to meet the ever-increasing challenges of preparing students to meet the demands of a global society. The importance of collaboration and social interaction in online education has been well documented (Berge, 1998; Brown, Collins& Duguid, 1989, Fulford &Zhang, 1993; Gunawardena & McIssac, 2003; Kanuka & Anderson, 1998; Kearsley & Schneiderman, 1999; Sardamalia & Bereiter, 1994). Teachers and instructional designers are struggling to change the academic environment to meet the needs of millennial learners. The purpose of this study is to develop a theory driven process for designing computer-supported collaborative learning in an online environment. A careful analysis of the process for creating collaborative online instruction is conducted and a design strategy for the process is developed. The study provides suggested guidelines for practitioners to create collaborative online instruction. The design procedures emphasize social interaction to allow learners opportunities to explore, discover, and negotiate meaning in an authentic context. Online instruction requires the coupling of multiple areas of expertise to be successful. Although the pedagogical principles are the same, the global implications of â flat worldâ technology require an important weaving of collaborative interaction, graphic design, and pedagogy. Technology provides the transportation for achieving a collaborative environment; and, quality pedagogical practices provide the GPS (guidance positioning system) to direct collaborative instruction to its ultimate destinationâ knowledge building.Ph. D.
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Akıllı, Göknur Kaplan. "A proposal of instructional design/development model for game-like learning environments the fid2ge model /." Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604703/index.pdf.
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Thesis (M.S.)--Middle East Technical University, 2004.Keywords: Games, simulations, game-like learning environments, instructional design/development, instructional design/development model, formative research, fuzzy logic.
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Boadum, Nana Kwabena Anyani. "Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713.
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Rosenberger, Kyle L. "Instructional Design and Innovation Adoption During A Crisis Period: A Case Study." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1615991740041736.
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Schubert, David Alan. "An Instructional Designer Competency Framework for Complex Learning Designs." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1085.
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Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self-reported as having experience creating CLDs. The purpose of phase one was to identify competencies that instructional designers felt were most important to the creation of complex, technology-mediated learning designs.
The preliminary CLD framework was constructed during phase two, based on analysis of the ETMCS survey results. Measures of central tendency were used to identify competencies considered essential and desirable. Additionally, competencies were categorized into seven domains In phase three, semi-structured interviews were conducted with a subset of survey participants. The purpose was to gain deeper insight into the participant’s perception of the design complexities involved with each of the competencies included in the preliminary framework. In phase four, the preliminary framework was internally validated using an expert panel employing the Delphi method to build consensus. Three rounds were required to achieve consensus on all competencies within the framework. This consensus resulted in 79 competencies including 30 essential and 49 desirable competencies from the set identified as the preliminary framework during phase two.
Several conclusions emerged from the creation of this framework. Though technology is often a trigger for many types of CLDs, specific technologies are certainly desirable, but not essential. The research also revealed that communication and collaboration competencies are almost universally essential due to the complexity of the designs which typically necessitates the formation of multi-discipline teams. Without these competencies, the team’s cross-profession effectiveness is often hindered due to differences in terminology, processes, and team member geographic location.
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Trader, Robert Joseph. "INSTRUCTIONAL COMMUNICATION MATTERS: A TEST OF KNOWLEDGE ACQUSITION THEORY (KAT) FROM A MESSAGE-ORIENTED RECEIVER PERSPECTIVE." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_diss/505.
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This dissertation encourages adoption of a message-oriented receiver perspective when developing new instructional communication theories and proposes a causal-process model derived from Knowledge Acquisition Theory to demonstrate how this perspective can be used to predict student cognitive learning outcomes. Three hypotheses are generated to test the propositions of the derived model. The first hypothesis seeks to determine which dimensions of instructional message clarity and course content relevance best predict student interactions with instructional content. The second hypothesis predicts that student self-reported knowledge gains are a function of student interactions with content. The third hypothesis predicts that a significant proportion of the variance in knowledge gains can be explained by the combination of message characteristics with student content interactions both in and outside the classroom. A cross-sectional survey research design was used to collect responses from undergraduate students at a large southern public research university (n=333). The hypotheses were tested using linear and hierarchical regression and results demonstrated statistical support for all three hypotheses. The first hypothesis revealed the dimensions of instructional message clarity and course content relevance that significantly predicted student interactions with content inside and outside of class. Support for the second hypothesis illustrated that both in class and out of class content interactions significantly predicted student self-reports of knowledge gains. Finally, hypothesis 3 tested the comprehensive causalprocess model derived from Knowledge Acquisition Theory. The derived model received strong support and ultimately accounted for 65% of the variance in student perceptions of knowledge gains. Student perceptions of knowledge gains increased when students perceived textbook messages as clear, course goals and expectations as clear, content as relevant to their own lives, and when students enacted knowledge acquisition behaviors outside of class. Surprisingly, in class content interaction, presentation clarity, and procedural clarity dropped out of the model. Implications and limitations of the present study are discussed, directions for future research are suggested, and a persuasive argument is presented for why instructional communication researchers should continue to develop a message effects research agenda supporting the development of strong instructional communication theories that produce practical results to inform educational practices.
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Beach, Lindsay Brooke. "The Interaction of Color in the Context of Electronic Media: Providing a New Platform for Exploratory Learning in the Additive Color Space." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338511062.
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Greenhaus, Karen Larsen. "Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618733.
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This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional decisions to integrate The Geometer's Sketchpad into their planning and classroom practice. There are several components for effective professional development suggested in the research literature. Professional development that is sustained over long periods of time, connected to teachers' practice, and provides active engagement in learning by participating teachers' is more likely to result in effective implementation of new skills and pedagogical practices (Darling-Hammond & McLaughlin, 1995; Polly & Hannafin, 2010). The seven participants in this study all experienced a seven-month hybrid professional development that was designed using these research-recommended components. The study took place ten months after the professional development. Sources of data included classroom observations, one-on-one interviews, and written lesson plans. Data generation occurred over a three-month span of time. Data were analyzed using constant-comparative methods. A theory grounded in the data found four perceived influences on teachers' instructional decisions around planning and practice for technology integration: curriculum and district expectations; professional development; teaching practices; and internal and external factors. These four influences work together, with curriculum and district expectations being the central influence. The findings from this study have implications for educational leaders around their decisions for technology acquisitions, use expectations and design of technology-focused professional development.
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Yagodzinski, Elizabeth. "Formative Research on an Instructional Design Theory for Online Learning Communities: A Higher Education Faculty Development Case." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/341.
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The steady and consistent growth of online learning and the rapid development of Web 2.0 technologies such as wikis and blogs have led to innovative methods of training and instruction. As a result, continuing research is needed to develop and validate instructional design theories and models that support teaching and learning in today's technology-rich learning environment.
The goal of this research was to refine the Creating Online Learning Communities for Adults (COLCA) instructional design (ID) theory by using the theory to design an online faculty development course. A formative research design guided the investigation. Formative research seeks to identify improvements for an instructional design theory based on a designed instance of the theory, in this case an online faculty development course in Web 2.0 tools and techniques. This research is a designed case applying the COLCA instructional design theory to an online faculty development course. Data sources included course documents and observations, email messages, and participant interviews. These data were used to determine which methods prescribed by the COLCA ID theory work well, what methods could be improved, and in which specific situations each method works best.
As an original contribution to the discipline of information technology as applied to teaching and learning, this study sought to improve upon an instructional design theory currently in its early stages of development and informs the design of online learning communities for adults. This research is important to continued growth and advancement of contemporary instructional design theories that provide support for emerging technologies, adult learners, and online learning methods that facilitate the development of online learning communities and communities of practice.
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Brown, Jeffrey A. "Perceptions of the Relative Importance of Conditions that Facilitate Implementation." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28283.
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Implementation is a phase included in nearly all instructional development models, yet literature on instructional design and technology reveals little about implementationâ s nature and the special conditions that must be considered as users go beyond adoption (Ely, 1999). Ely (1990b; 1999) contends these conditions include dissatisfaction with the status quo, leadership, commitment, participation, resources, time, incentives and rewards, and knowledge and skills. When employing Elyâ s conditions as a framework for investigation, attention is shifted away from the innovation to the environment where the innovation has actually been adopted and utilized as a facilitating factor in implementation. The move to online and software-based environments in recent years is accompanied by a need for additional research to further validate Elyâ s conditions within this new context. This exploratory study identified and analyzed user pre and post-implementation perceptions regarding the relative importance of Elyâ s conditions for the successful mplementation of an actual innovation, a product management system. An online survey, the Implementation Profile Instrument created by the founders of iphase.org, was adapted and utilized to capture user perceptions. Descriptive statistics and factor analyses revealed important differences with past innovations and contexts, and between pre and post implementer groups and pre and post-implementation stages.Ph. D.
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Lucas, Paul Mark. "Secondary Science Homework and Instructional Methodologies: An Investigation of the Alignment of Homework Assignments and Teachers' Self-Professed Instructional Methodology." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1251379408.
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Park, Yun Jeong. "Instructional design theory for entirely Web-based courses in higher education a case study on ESL pragmatic teaching /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3204300.
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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems and Technology, 2005.Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0156. Adviser: Charles M. Reigeluth. "Title from dissertation home page (viewed Jan. 5, 2007)."
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Helps, C. Richard G. "Evolving Information Technology: A Case Study of the Effects of Constant Change on Information Technology Instructional Design Architecture." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2388.
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A major challenge for Information Technology (IT) programs is that the rapid pace of evolution of computing technology leads to frequent redesign of IT courses. The problem is exacerbated by several factors. Firstly, the changing technology is the subject matter of the discipline and is also frequently used to support instruction; secondly, this discipline has only been formalized as a four-year university program within recent years and there is a lack of established textbooks and curriculum models; finally, updating courses is seldom rewarded in a higher education system that favors research and teaching for promotion and tenure. Thus, continuously updating their courses place a significant burden on the faculty. A case study approach was used to describe and explain the change processes in updating IT courses. Several faculty members at two institutions were interviewed and course changes were identified and analyzed. The analysis revealed a set of recurrent themes in change processes. An instructional design architecture approach also revealed a set of design domains representing the structure of the change processes. The design domains were analyzed in terms of the design decisions they represented, and also in terms of structures, functions and activities, which are related to Structures-Behaviors-Functions (SBF) analysis. The design domains model helped to explain both negative and positive outcomes that were observed in the data. When design efforts impact multiple domains the design is likely to be more difficult. Understanding the design domain architecture will assist future designers in this discipline.
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Gleason, James P. "THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1165.
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Thesis (Ph. D.)--University of Kentucky, 2009.Title from document title page (viewed on May 24, 2010). Document formatted into pages; contains: xix, 225 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 217-222).
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Maxwell, Elizabeth Anne Education Faculty of Arts & Social Sciences UNSW. "An investigation of appropriate instructional design to match the ability of the learner." Publisher:University of New South Wales. Education, 2008. http://handle.unsw.edu.au/1959.4/40887.
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Content analyses of research in the literature of gifted education (Coleman, 2006; Rogers, 1999, 2006) has shown a consistent absence of research investigating methodology for instructing gifted students and for the development of expertise using new technologies. In this study, utilising electronic instructional delivery, an investigation was undertaken of the differential effects and appropriateness of matching the prior knowledge of the learner to the instructional method. Underpinned with a theoretical understanding of gifted education and cognitive load theory, a series of three experiments was designed and implemented to determine whether gifted students learn more effectively under guided discovery design than with example based instruction, while not identified as gifted ability students perform significantly better under direct example based instruction than with guided discovery. Data were collected and analysed in three stages. Experiment 1 was conducted in the novel domain of Boolean switching equations. Experiments 2 and 3 used identical test instruments with novel tasks in the semi-familiar domain of geometry. A total of 155 Years 7, 8 and 9 students at three metropolitan secondary schools participated. The study explored whether the presence of schemas, that facilitated greater problem-solving ability in gifted students, would generate clear evidence of instructional efficiency and preference for either mode of instruction. As students advanced from novice state to expert in particular domains of learning, it was anticipated that gifted students would progress from benefiting from worked example instruction to more efficient learning in guided discovery mode. This hypothesis was rejected as the results from each of the experiments did not confirm the hypothesised outcomes. There was no manifested expertise-reversal effect. The absence of any clear delineation of enhanced learning proficiency mode of instruction for gifted students does, however, contribute to the advancement and understanding of cognitive load theory and the complexity of learning strategies necessary for gifted learners.
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Tai, C. N., and 戴靜妮. "An instructional-design theory guide for producing effective self-learning multimedia programs for training adult learners in the HangSeng Bank." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29614399.
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Schladen, Manon Maitland. "Formative Research on an Instructional Design Theory for Virtual Patients in Clinical Education: A Pressure Ulcer Prevention Clinical Reasoning Case." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/35.
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Despite advances in health care over the past decades, medical errors and omissions remain significant threats to patient safety and health. A large number of these mistakes are made by trainees, persons who are just beginning to build the case-based experiences that will transform them from novices to expert practitioners. Clinicians use both intuitive and deductive problem-solving skills in caring for patients and they acquire expertise in applying these skills through interaction with many and varied cases.
The contemporary heath care environment, with decreased lengths of stay for patients and reduced duty hours for trainees, makes getting optimal patient exposure difficult. Virtual patients (VPs), online, interactive patient cases, may help close the case exposure gap. Evidence has shown that VPs improve clinical reasoning skills, but no formal instructional design theory of VPs has been advanced. The goal was to conduct formative research to develop an instructional design theory of VPs to help novice clinicians cultivate clinical reasoning and diagnostic skills. The instructional design theory, goal-based scenarios (GBS), grounded in the learning theory, Case-based Reasoning, provided methods that promised to be appropriate to the goal.
An existing, two-module, multimedia VP, Matt Lane, A Pressure Ulcer Prevention Virtual Patient, was tested with 10 medical trainees to determine which methods of GBS it incorporated and which of its methods were not part of GBS. Leaners' experience of what worked and didn't work to promote learning in the VP was analyzed. The VP was found to incorporate all GBS methods and one significant method, the Life Model, that was not part of GBS. The Life Model Method involved replicating, with a high degree of fidelity, the experiences of a real patient in creating the VP scenario.
Recommendations for customization of GBS for VPs included more explicit advertisement of learning goals and leverage of Internet search engines to provide just-in-time resources to support problem-solving. Incorporation of the Life Model was also recommended along with the Simplifying Conditions Method from Elaboration Theory to manage the complexity inherent in the Life Model. The resultant, enhanced GBS theory may be particularly relevant in teaching patient-centered care.
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Carney, Robert D. "Using Web-Based Instruction to Teach Music Theory in the Piano Studio: Defining, Designing, and Implementing an Integrative Approach." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28404/.
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This dissertation rationalizes the best use of Web-based instruction (WBI) for teaching music theory to private piano students in the later primary grades. It uses an integrative research methodology for defining, designing, and implementing a curriculum that includes WBI. Research from the fields of music education, educational technology, educational psychology, and interaction design and children receive primary consideration. A synthesis of these sources outlines several research-based principles that instructional designers can use to design a complete blended learning environment for use within the piano studio. In addition to the research-based principles, the precise methods of determining instructional tasks and implementing the program online are described in detail. A full implementation is then deployed, and piano teachers evaluate the extent to which the online program fulfills the research-based principles. This dissertation does not argue for the complete migration of theory instruction from traditional workbook approaches to an entirely Web-based medium but rather outlines the best use of face-to-face instruction, collaboration amongst students, teachers, and parents, and interaction with a Web-based program. This formative research provides a complete model of integrating WBI within the piano studio that can guide instructional designers and music educators.
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Kaplan, Akilli Goknur. "A Proposal Of Instructional Design/development Model For Game-like Learning Environments: The Fid<." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604703/index.pdf.
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Computer games are considered as powerful tools to learning and they have a potential for educational use. However, the lack of available comprehensive design paradigms and well-designed research studies about the question of &ldquohow to&rdquo
incorporate games into learning environments is still a question, despite more than 30 years&rsquo
existence of computer games and simulations in the instructional design movement. Setting off from these issues, a formative research study is designed to propose an instructional design/development model, which may be used for creation of game-like learning environments. Eighteen undergraduate students from Computer Education and Instructional Technology Department in METU participated to the study. Data collection lasted for three months and data were collected through interviews, observations and the artifacts that the participants produced. After the data analysis, it was found that the phases of the instructional design/development process should not be separate, strictly bounded, and processing a linear manner. Depending on these results and with the inspiration from fuzzy logic, an instructional design/development model for creating game-like environments, which is called as &ldquo
FID<
sup>
2<
/sup>
GE model&rdquo
is proposed.
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Gardner, Joel Lee. "Testing the Efficacy of Merrill’s First Principles of Instruction in Improving Student Performance in Introductory Biology Courses." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/885.
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One learning problem is that public understanding of science is limited. Many people blame at least part of the problem on the predominant lecture approach for students' lack of science understanding. Current research indicates that more active instructional approaches can improve student learning in introductory undergraduate biology courses. Active learning may be difficult to implement because methods and strategies, ranging from in-class collaborative problem-solving to out of class multimedia presentations, are diverse, and sometimes difficult to implement. Merrill's First Principles of Instruction (hereafter referred to as "First Principles" or "First Principles of Instruction") provides a framework for implementing active learning strategies.
This study used First Principles of Instruction as a framework for organizing multiple active learning strategies in a web-based module in an introductory biology course. Participants in this exploratory study were university students in Life Sciences 1350, an introductory biology course for nonscience majors. Students were randomly assigned to use either the module using First Principles of Instruction (hereafter called the First Principles module) or the module using a more traditional web-based approach (hereafter called the traditional module) as supplementary instruction.
The First Principles module implemented several active learning strategies and used a progression of whole problems and several demonstration and application activities to teach the topic of "microevolution," defined as the study of how populations evolve and change over time. The traditional module implemented a more traditional web-based approach, providing information and explanations about microevolution with limited examples. This exploratory study's results showed that the learning gain from pretest to posttest at the remember level was significant for the traditional group at alpha = .05 and was significant for the First Principles group at alpha = .1. In addition the pretest to posttest gain at problem solving for the First Principles group was significant at alpha = .05. When students rated their confidence in solving future problems, those in the First Principles group were significantly more likely to predict future success at alpha = .1.
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Lee, Stella. "Design of a learner-directed e-learning model." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/13894.
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How can one create online educational material that support and motivate students in guiding their own learning and make meaningful instructional decisions? One of the main focuses on designing e-learning is about creating an environment where learners can actively assume control and take responsibility for their own learning with little or no guidance from the tutors. This research aims to discover a new way to design learning that would cater to individual choices and preferences. The idea goes beyond learner-centred design; it is about learner control and direction. As an option, learners should be able to choose to be in the driver’s seat, to direct their own learning journey. As a starting point, this research explores the use of two educational theories - Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL) theory as the underpinning instructional design for a Learner-Directed Model to support students’ online learning in both domain knowledge and meta knowledge in the subject of computer programming. One unit material from an online Introduction to Java Programming course has been redesigned based on the proposed Learner-Directed Model for the experimental design study. The study involved a total of 35 participants divided randomly into one Experimental Group and one Control Group. They were assigned to either a Learner-Directed Model (Experimental Group) or a linear model (Control Group). Pre/post tests, survey, follow-up interview as well as log file analysis were instruments used for assessing students’ domain knowledge, meta knowledge and their attitudes for their overall learning experience. Learning experience is further broken down into perceived ease of use and user satisfaction; system usability; learner experience; and perceived controllability. The results of the study have revealed that there is statistically significant difference between the survey results for the Experimental Group and the Control Group. The Experimental Group reported a higher level of overall learning experience and better attitudes in general. However, there was no statistically significant difference existing between the two groups on the domain and meta level knowledge improvement. Based on these results, I have proposed further research directions and put forward a number of recommendations and suggestions on learner-directed e-learning design.
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Hirschman, Deborah J. "Multimedia and motivation: The design and development of hypercard stack on dinosaurs." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/880.
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For this project the program Walk with Dinosaurs was developed using Keller's Theory of Motivation. Walk with Dinosaurs is a interactive multimedia tool for presenting an integrated thematic unit. As a HyperCard stack, it intoduces students to factual information on dinosaurs in an appealing and motivating way.
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Johnson, Steven E. "Computer-based training for the U.S. Coast Guard Standard Terminal Microcomputer: a basis for implementation utilizing the Elaboration Theory of Instructional Design." Thesis, Monterey, California. Naval Postgraduate School, 1985. http://hdl.handle.net/10945/21209.
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Peter, David Mark. "Improving community college faculty effectiveness through technology-based learning communities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1169.
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College faculty members are often inadequately prepared to use technology in their classrooms. They often learn technology without institutional support, and without understanding technology's impact on student learning. As a result of these shortcomings, the use of technology in the college classroom is often not systematic or focused on improving learning. This study used a conceptual framework based on Wenger's learning community or community of practice idea. This study examined a Midwestern university where faculty made only limited use of classroom technology and did not demonstrate contemporary approaches to student learning. The study set out to determine the impact of technology-based faculty learning communities on student engagement. Five university faculty members served as research participants; all agreed to form a learning community and participate in a series of interviews that examined the impact of technology integration and the role of learning communities on adopting technology. Interview data were analyzed using an emergent and exploratory approach where themes and trends were identified through direct observation and examination of interview transcripts. One of the emergent themes was that increased faculty technology use depends primarily on positive prior experiences with technology. Another theme was that students' self-reported technology competency does not accurately reflect classroom uses, which may have a significant impact on educational technology integration strategies. The study's findings provide guidelines for a best practice model of faculty professional development to improve and enhance classroom learning with educational technology.
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Bald, Lisa Marie. "Moving from Theory to Practice: Integrating Mobile Devices in Elementary Reading Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1875.
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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored (a) the decision-making process, (b) reflective practices used during decision-making, (c) professional development that facilitates closing the knowing-doing gap, and (d) recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.
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Yergeau, Melanie. "Disabling Composition: Toward a 21st-Century, Synaesthetic Theory of Writing." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306418814.
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Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.
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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.Ph. D.
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Bone, Tonda Jenean. "Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407763/.
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In this multivariate correlational study, the researcher examined the course culture of an online graduate course whose environment exhibited characteristics of a Community of practice (CoP). An online survey captured data used to explore the relationships among variables shown to describe a CoP in field environments and among student perceptions of their experience in the course culture. A canonical correlation analysis (CCA) and commonality analysis (CA) were conducted using five predictor variables and three criterion variables to evaluate the degree and direction of the relationships. The CCA revealed that the full model was significant, explaining approximately 74% of the variance among the two synthetic variates. Impact, faculty leadership, and connection were the largest contributors to the predictor variate. The criterion variate was primarily explained by value and perceived CoP, with exposure to the profession providing a smaller contribution. The CA confirmed these findings. Results from this study indicate that a CoP could be fostered in an online graduate course. The overall significance of the model indicates teachers can nurture an environment wherein graduate students will take the initiative to work with others to create and acquire knowledge that creates a sense of professional connection with each other and with the profession overall. The results of this study suggest further empirical research in implementing and assessing CoPs in online graduate courses is warranted.
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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.
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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.
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Tse, Kwok-keung Ernest, and 謝國強. "A study of the effectiveness of a theory of instruction in the education curriculum for student teachers in a college of education: implications for teacher educators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956804.
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