Log in

Relevant bibliographies by topics / Instructional design theory / Journal articles

To see the other types of publications on this topic, follow the link: Instructional design theory.

Journal articles on the topic 'Instructional design theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Instructional design theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Moore, Patrick, and Chad Fitz. "Gestalt Theory and Instructional Design." Journal of Technical Writing and Communication 23, no. 2 (April 1993): 137–57. http://dx.doi.org/10.2190/g748-by68-l83t-x02j.

Full text

Abstract:

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 theory is considered in instructional design.

APA, Harvard, Vancouver, ISO, and other styles

2

Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.

Full text

Abstract:

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 evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.

APA, Harvard, Vancouver, ISO, and other styles

3

Innwoo, Park. "A Conceptual Analysis on Teaching and Instruction, Instructional Theory, and Instructional Design Theory." Journal of Educational Technology 31, no. 3 (September 30, 2015): 633–53. http://dx.doi.org/10.17232/kset.31.3.633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.

Full text

Abstract:

Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.

APA, Harvard, Vancouver, ISO, and other styles

5

Bohlin, Roy M., William D. Milheim, and Karen J. Viechnicki. "The Development of a Model for the Design of Motivational Adult Instruction in Higher Education." Journal of Educational Technology Systems 22, no. 1 (September 1993): 3–17. http://dx.doi.org/10.2190/gk2v-e5u5-jgra-7nr4.

Full text

Abstract:

This article provides educators and instructional designers with a prescriptive model for the instructional motivation of adults. Adult learning theory has been integrated with John Keller's instructional motivation model to develop two motivational needs-assessment instruments. Results of research eliciting adults' perceptions of their motivational needs were analyzed. These results show that specific instructional strategies are perceived to be important for the motivation of adult learners. A prescriptive model for the instructional motivation of adult learners is presented. This model provides an important step in the integration of adult learning theory into the design of motivational instruction for adult learners.

APA, Harvard, Vancouver, ISO, and other styles

6

Bailey, Kieren Laura-Marie, and Michele Jacobsen. "Connecting theory to practice." Journal of Information Literacy 13, no. 2 (December 3, 2019): 173. http://dx.doi.org/10.11645/13.2.2578.

Full text

Abstract:

This design-based research study of library instruction was developed using the Community of Inquiry theoretical framework. Three different instructional approaches were developed and evaluated as part of this study: the one-shot session approach, the partially embedded librarian approach and the fully embedded librarian approach. Surveys, interviews and journaling were used to gather data from faculty, undergraduate students and the researcher–librarian about their experiences. This research study is unique given the combined use of design-based research methodology and the Community of Inquiry theoretical framework to collaboratively design and evaluate library instruction.

APA, Harvard, Vancouver, ISO, and other styles

7

Madden, John S., and Patricia L. Hardré. "Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction." Journal of Education and Training 3, no. 2 (August 21, 2016): 64. http://dx.doi.org/10.5296/jet.v3i2.9490.

Full text

Abstract:

<p class="2M-body">Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a “toolbox” of instructional theory and methods based on instructional design principles. In order to be effective, it is important for TAs to understand the interconnected nature of effective educational principles including: instructional design, motivation, learning environments, instructional technologies and assessment. The current study looks at the effects of a self-paced online instruction designed for TAs on their teaching efficacy, perceived teaching competence and satisfaction with knowledge of the delivered instructional concepts using a pre-post, self-report design. Thirteen TAs at a southwestern research university completed both pre and post measures of knowledge and perceptions. Findings indicate that self-paced online training in instructional design concepts significantly increased TAs’ satisfaction with their knowledge of instructional theory and principles, design of learning environments and instructional technology. It further increased the significance and magnitude of their understanding of the interconnected nature of instructional principles and elements of the learning dynamic and led to appreciable knowledge change in key areas. These findings provide evidence of the benefits and utility of flexible, easily accessible training in instructional principles for TAs.</p>

APA, Harvard, Vancouver, ISO, and other styles

8

Salisbury, David F. "General systems theory and instructional systems design." Performance + Instruction 29, no. 2 (February 1990): 1–10. http://dx.doi.org/10.1002/pfi.4160290202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Asma, Houichi, and Sarnou Dallel. "Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English." Arab World English Journal 11, no. 4 (December 15, 2020): 110–27. http://dx.doi.org/10.24093/awej/vol11no4.8.

Full text

Abstract:

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

APA, Harvard, Vancouver, ISO, and other styles

10

Mills, Robert J., and Matthew E. Harris. "Alignment Between Technology Acceptance And Instructional Design via Self-Efficacy." Review of Business Information Systems (RBIS) 23, no. 1 (June 1, 2019): 7–16. http://dx.doi.org/10.19030/rbis.v23i1.10335.

Full text

Abstract:

As organizations continue to implement new technology solutions, the need for both technology training and examining technology acceptance of new implementations are necessary to determine the success or failure of a project. Unfortunately, instructional design considerations generally do not address technology acceptance, and leading technology acceptance models only classify training as an external variable or facilitating condition, with limited consideration in prior research. In this paper, we examine potential integration points between instructional design theory and technology acceptance. Specifically, we examine prior research on self-efficacy, Kirkpatrick’s Model for Evaluating Training, Merrill’s Component Display Theory, and Merrill’s First Principles of Instruction.

APA, Harvard, Vancouver, ISO, and other styles

11

Merrill, M. David. "The new Component Design Theory: instructional design for courseware authoring." Instructional Science 16, no. 1 (1987): 19–34. http://dx.doi.org/10.1007/bf00120003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Tennyson, Robert D., Robert L. Elmore, and Leonard Snyder. "Advancements in instructional design theory: Contextual module analysis and integrated instructional strategies." Educational Technology Research and Development 40, no. 2 (June 1992): 9–22. http://dx.doi.org/10.1007/bf02297046.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Shachak, Aviv, Ron Ophir, and Eitan Rubin. "Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops." Cell Biology Education 4, no. 3 (September 2005): 199–206. http://dx.doi.org/10.1187/cbe.04-11-0055.

Full text

Abstract:

The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it.

APA, Harvard, Vancouver, ISO, and other styles

14

Dempsey, John, Barbara Lucassen, William Gilley, and Karen Rasmussen. "Since Malone's Theory of Intrinsically Motivating Instruction: What's the Score in the Gaming Literature?" Journal of Educational Technology Systems 22, no. 2 (December 1993): 173–83. http://dx.doi.org/10.2190/2th7-5txg-tar7-t4v2.

Full text

Abstract:

Instructional gaming is an alternative strategy that can be used for many applications including tutoring, promotion of self-esteem, and practice of existing skills. The article begins with an overview instructional gaming and discusses the impact of Thomas Malone's theory of intrinsically motivating instruction. Next, we look for common threads in the instructional gaming literature during the last dozen years. Our approach was to systematically examine five categories of articles in order to offer guidance to designers and educators. The article ends with implications of the gaming literature for the future study of gaming and instructional design.

APA, Harvard, Vancouver, ISO, and other styles

15

Mawardi, Mawardi. "Designing the Implementation of Model and Instructional Media." Scholaria: Jurnal Pendidikan dan Kebudayaan 8, no. 1 (January 16, 2018): 26–40. http://dx.doi.org/10.24246/j.js.2018.v8.i1.p26-40.

Full text

Abstract:

The indicator of a professional teachers is the extent to which the teachers has the ability to design instructional well. A good instructional design will effectively achieve the instructional objectives that have been set. The problem that arises is that there is a signal that the teachers implement the learning without first doing systematic instructional design. This paper aims to provide guidance on how instructional components are designed. The instructional components include instructional objectives, materials, model / strategy / method, instructional media and instructional evaluation. The model of instructional component design is using system approach such as Dick model, Carey and Carey. The use of Dick, Carey and Carey model will produce frame of instructional objectives, materials, model / strategy / method, media, and instructional evaluation as needed. Among five components of learning above, the model components and media need to get serious attention because they follow the technology trend. Thus, it needs the signs for choosing and designing the model and the media. The lecturers' view of the process of how the learning act takes place will have implications for the choice of model and the media / delivery technology of the material to be applied. There are two extremes of extreme views about the epistemology of knowledge and the way in which a student's knowledge is acquired, although both are connected through the polar opposite continuum. The two views are: a) an objectivistic view (direct instruction) that is influenced by behavioristic learning theory and cognitive theory, especially information processing theory; b) constructivist views.

APA, Harvard, Vancouver, ISO, and other styles

16

Wei, Dan Dan, and Le Xing Qiu. "Research on Improving of Teachers Instructional Design Ability." Applied Mechanics and Materials 631-632 (September 2014): 1370–73. http://dx.doi.org/10.4028/www.scientific.net/amm.631-632.1370.

Full text

Abstract:

So far, the research on instructional design theory has been influenced by behaviorism, cognitivism and constructivism, forming a variety of researchs on positioning and orientation. In the aspect of teaching, theory of instructional design has not played the proper role. This paper analyzes the application status of theoretical ability of instructional design and instructional design of primary and secondary school teachers, and put forward some countermeasures for solving the current problems.

APA, Harvard, Vancouver, ISO, and other styles

17

Chan, Tom S., and Terence C. Ahern. "Targeting Motivation—Adapting Flow Theory to Instructional Design." Journal of Educational Computing Research 21, no. 2 (September 1999): 151–63. http://dx.doi.org/10.2190/uj04-t5yb-yfxe-0bg2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Smith-Gratto, Karen, and Mercedes M. Fisher. "Gestalt Theory: A Foundation for Instructional Screen Design." Journal of Educational Technology Systems 27, no. 4 (June 1999): 361–71. http://dx.doi.org/10.2190/kvve-b0el-b0cj-92km.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Lee, Myoung Geun. "Reconceptualization of Instructional Design Theory and Its Prospects." Journal of Educational Technology 12, no. 1 (December 1, 1996): 25–39. http://dx.doi.org/10.17232/kset.12.1.25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Paas, Fred, Alexander Renkl, and John Sweller. "Cognitive Load Theory and Instructional Design: Recent Developments." Educational Psychologist 38, no. 1 (March 2003): 1–4. http://dx.doi.org/10.1207/s15326985ep3801_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Richey, Rita C. "Trends in Instructional Design: Emerging Theory-Based Models." Performance Improvement Quarterly 8, no. 3 (October 22, 2008): 96–110. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00689.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Sweller, John. "Cognitive load theory, learning difficulty, and instructional design." Learning and Instruction 4, no. 4 (January 1994): 295–312. http://dx.doi.org/10.1016/0959-4752(94)90003-5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Winn, William. "Some implications of cognitive theory for instructional design." Instructional Science 19, no. 1 (1990): 53–69. http://dx.doi.org/10.1007/bf00377985.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Bonner, Jodi. "Implications of cognitive theory for instructional design: Revisited." ECTJ 36, no. 1 (March 1988): 3–14. http://dx.doi.org/10.1007/bf02770012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Notar, Ellen Elms. "Principal as Instructional Manager: A Meta-Theory for Evaluation of Instruction." NASSP Bulletin 71, no. 502 (November 1987): 89–91. http://dx.doi.org/10.1177/019263658707150216.

Full text

Abstract:

We cannot assume that all teachers, however knowledgeable about their specific discipline, are familiar with concepts in learning principles. Instructional design systems theory pro vides that construct.

APA, Harvard, Vancouver, ISO, and other styles

26

An, Yunjo. "A History of Instructional Media, Instructional Design, and Theories." International Journal of Technology in Education 4, no. 1 (December 20, 2020): 1. http://dx.doi.org/10.46328/ijte.35.

Full text

Abstract:

This paper discusses the history of the instructional design and technology field in four major time periods: (1) 1900s – 1930s, (2) World War II – 1970s, (3) 1980s – 1990s, and (4) 21st century. Since the 20th century has been discussed in detail in earlier works, this paper puts more focus on the 21st century section, which includes discussions of social media, online and blended learning, mobile learning, the open educational resource (OER) movement, massive open online courses (MOOCs), virtual reality (VR) and augmented reality (AR), digital game-based learning (DGBL), gamification, the maker movement, new instructional design process models, and instructional-design theory. While previous discussions of the history of the field focused on the history of instructional media and instructional design and the evolution of learning theories, this paper includes the discussion of the evolution of instructional-design theories and models, which have received relatively less attention.

APA, Harvard, Vancouver, ISO, and other styles

27

Das, Anamika, and Lt Dibyendu Paul. "Structuring self instructional material for LIS distance education: Role of instructional design theory." International Journal of Information Dissemination and Technology 7, no. 3 (2017): 170. http://dx.doi.org/10.5958/2249-5576.2017.00018.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Matsuo, Tokuro, and Takayuki Fujimoto. "Analogical Thinking Based Instruction Method in IT Professional Education." International Journal of Human Capital and Information Technology Professionals 1, no. 3 (July 2010): 1–14. http://dx.doi.org/10.4018/jhcitp.2010070101.

Full text

Abstract:

In designing a new teaching system, a challenging issue is how the system intelligently supports learners. This paper describes a methodology and a system design on the intelligent instruction support for software engineering education. For information science courses at a university, software engineering subjects are usually compulsory and students study dominant conceptions of implementation like software architecture, and the methodology of software design in software engineering lectures. To enhance learners’ understanding, the authors design a novel instructional model based on the analogical thinking theory. The analogical thinking-based instruction consists of concrete teaching methods like analogy dropping method, self role-play method, and the anthropomorphic thinking method. Questionnaires for learners after the instructions give results of effective education in an actual trial. The contribution of this paper is to provide a new instruction theory, the way of educational practice method, and implementation of the system.

APA, Harvard, Vancouver, ISO, and other styles

29

Yusoff, Siti Rosni Mohamad, and Nor Azan Mat Zin. "Activity Theory to Guide Online Collaborative Learning Instructional Design." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (April 2012): 15–29. http://dx.doi.org/10.4018/jssoe.2012040102.

Full text

Abstract:

Learning Management Systems (LMS) are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students’ knowledge building, team learning and sharing of knowledge among peers. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component’s contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System (LMS) called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.

APA, Harvard, Vancouver, ISO, and other styles

30

Schaaf, David N. "The Instructional Design Knowledge Base: Theory, Research, and Practice." Performance Improvement 52, no. 10 (November 2013): 45–47. http://dx.doi.org/10.1002/pfi.21381.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Tennyson, Robert D., and Martin J. Cocchiarella. "An Empirically Based Instructional Design Theory for Teaching Concepts." Review of Educational Research 56, no. 1 (March 1986): 40–71. http://dx.doi.org/10.3102/00346543056001040.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

McDonald, Jason K., and Stephen C. Yanchar. "Towards a view of originary theory in instructional design." Educational Technology Research and Development 68, no. 2 (January 21, 2020): 633–51. http://dx.doi.org/10.1007/s11423-019-09734-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Behney, Melissa. "Synthesizing a digital badge for chemistry undergraduates." Reference Services Review 47, no. 4 (November 11, 2019): 448–60. http://dx.doi.org/10.1108/rsr-04-2019-0025.

Full text

Abstract:

Purpose This paper aims to describe the development of a digital badge for a discipline-specific course in chemistry that was undertaken as part of an overall course redesign. Learning outcomes were developed based on both disciplinary standards for undergraduate students and the ACRL Framework for Information Literacy for Higher Education. The badge was designed as a series of challenges and awarded based on successful completion of both the challenges and an associated writing assignment. Design/methodology/approach This paper considers relevant literature on the application of andragogy (adult learning theory) for online learning, a proposed theoretical framework for digital badge systems, the instructional design principles used for this project, and the potential for using badges for delivering information literacy instruction. The application is supported by examples from academic libraries and this case study, with a specific focus on information literacy. Findings Andragogy is highly applicable to online learning but is not the only learning theory relevant to the design of digital badges. Multiple learning theories may be applied during the design process using instructional design principles. Digital badges present one mode of delivering instructional content, but the learning theory and design principles applied are far more important than the delivery mode. Originality/value Drawing on both learning theory and instructional design principles, this paper addresses ways in which librarians and educators can develop digital badges or badge systems that align with both curricular needs and the concept-based approach of the Framework.

APA, Harvard, Vancouver, ISO, and other styles

34

Doorman, Michiel. "Design and research for developing local instruction theories." Avances de Investigación en Educación Matemática, no. 15 (May 4, 2019): 29–42. http://dx.doi.org/10.35763/aiem.v0i15.266.

Full text

Abstract:

Innovation in mathematics education needs the involvement of teachers, textbook authors, policy makers and researchers. This paper sketches the role and importance of instructional design aiming at new local instruction theories in mathematics education. The approach is shown with a study that investigated how students can be supported in the development of the basic principles of the mathematics of change. The study combines design and research in three successive phases. In the first phase a hypothetical learning trajectory and instructional activities are designed, in the teaching experiment phase the trajectory is acted out, and in the phase of the retrospective analysis the articulated hypotheses are reflected upon. In this way, a cyclic process of (re)design and development of innovative teaching is structured. The resulting local instruction theory is expected to create opportunities for teachers, textbook authors and researchers to consider contextual factors and to adapt results for their research or teaching.

APA, Harvard, Vancouver, ISO, and other styles

35

Lim, Cheol Il. "The characteristics and possibilites of instructional-design theory from the perpective of instructional technology." Journal of Educational Technology 12, no. 1 (December 1, 1996): 95–111. http://dx.doi.org/10.17232/kset.12.1.95.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Nicaise, Molly. "Cognitive Research, Learning Theory, & Software Design: The Virtual Library." Journal of Educational Computing Research 18, no. 2 (March 1998): 105–21. http://dx.doi.org/10.2190/qnxx-xce2-u0hu-emq1.

Full text

Abstract:

The idea that theory and research on learning and cognition could influence the way we teach and structure learning environments has established a new paradigm for software designers [1]. According to a social-constructivist perspective, discourse, authentic tasks, exploratory and student-centered learning are integral to learning and understanding. The purpose of this article is to describe design considerations that were made for a software prototype called the Virtual Library—considerations that were framed by cognitive research and learning theory. When completed, the software will assist preservice teachers in learning about educational psychology and instructional design. The software resembles a library where students browse through a series of 3-D, virtual buildings to understand research, theory, and classroom applications of educational psychology and instructional design. Students have access to movies, text, images, and World Wide Web sites. They also have opportunities to participate in interactive lessons and e-mail conversations with other students, classroom teachers, educational psychologists, and instructional designers.

APA, Harvard, Vancouver, ISO, and other styles

37

Macklin, Alexius Smith. "Theory into Practice: Applying David Jonassen’s Work in Instructional Design to Instruction Programs in Academic Libraries." College & Research Libraries 64, no. 6 (November 1, 2003): 494–500. http://dx.doi.org/10.5860/crl.64.6.494.

Full text

Abstract:

The Association of College and Research Libraries (ACRL) recently updated the guidelines for instruction programs in academic libraries. This revised document includes the use of active learning techniques and instructional design tools for program development. Research in education currently contains a wealth of theories and strategies in these areas that are useful to instruction librarians. In particular, the work of David H. Jonassen is rich with guidance on designing active learning environments for problem solving and information retrieval. This article outlines how Jonassen’s research can provide a working context for using the ACRL guidelines to create successful instruction programs.

APA, Harvard, Vancouver, ISO, and other styles

38

Thomas, Michael K., and Marco A. Columbus. "African American Identity and a Theory for Primary Cultural Instructional Design." Journal of Educational Technology Systems 38, no. 1 (September 2009): 75–92. http://dx.doi.org/10.2190/et.38.1.h.

Full text

Abstract:

This article is on the strange confluence of culture, identity, learning, and systemic design. We argue that the work of instructional design is, essentially, work on culture and identity. A person's culture and identity fully and inextricably situate their thought, action, and interaction. For this reason, this inherent situatedness of culture and identity must be explored by those who endeavor to do instructional design work. Instructional designers must be able to navigate the complex and treacherous waters of culture and identity in order to create effective and appropriate designs for learning. Here we take on the particular case of African American learners. We argue for the empirically verifiable existence of three identity types of African Americans and we suggest that design work should target learners displaying one of these identity types, referred to here as primary cultural. In this way, this article may be seen as exploring the problem of constructing theory on primary cultural instructional design. We first explore culture, then identity, and then the interaction between culture and identity. We then move to our study and how it informs our understanding of cultural identification and academic identity and then we conclude with the implications for design research. It is a peculiar sensation, this double consciousness, this sense of always looking at one's self through the eyes of others, of measuring one's soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness, – an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.

APA, Harvard, Vancouver, ISO, and other styles

39

Kim, He Ebae. "A Basic Analysis on Developing a Comprehensive Instructional Design Theory." Journal of Educational Technology 12, no. 1 (December 1, 1996): 75–93. http://dx.doi.org/10.17232/kset.12.1.75.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Wild, Martyn, and Clark Quinn. "Implications of educational theory for the design of instructional multimedia." British Journal of Educational Technology 29, no. 1 (January 1998): 73–82. http://dx.doi.org/10.1111/1467-8535.00047.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Osman, Mohamed E., and Michael J. Hannafin. "Metacognition research and theory: Analysis and implications for instructional design." Educational Technology Research and Development 40, no. 2 (June 1992): 83–99. http://dx.doi.org/10.1007/bf02297053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Tingelstad, Catherine, and Heather McCullough. "Instruction librarians and instructional designers: A natural collaboration." College & Research Libraries News 80, no. 11 (December 5, 2019): 616. http://dx.doi.org/10.5860/crln.80.11.616.

Full text

Abstract:

At the University of North Carolina-Charlotte, instructional designers and research and instruction librarians have similar goals yet unique roles and distinct responsibilities. There are eight instructional designers at the Center for Teaching & Learning (CTL) who use learning theory and design knowledge to work with faculty to plan and create online courses. At the university’s Atkins Library, 16 instruction librarians, including subject liaisons and first-year writing specialists, connect with faculty and students to further understanding of information literacy and research resources. Recognizing the groups’ common goals of partnering with faculty in course development and creating high-quality online learning resources, group administrators have launched an initiative to introduce the designers and librarians to each other and to their work.

APA, Harvard, Vancouver, ISO, and other styles

43

Ibrahim, Zainuddin, and Azlan Abdul Aziz. "Instructional Design Theory on Teaching Delivery and Evaluation Online for Graphic Design Courses." Procedia - Social and Behavioral Sciences 67 (December 2012): 606–10. http://dx.doi.org/10.1016/j.sbspro.2012.11.366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Nguyen, Dong Thanh, David Ng, and Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy." Journal of Educational Administration 55, no. 2 (April 10, 2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.

Full text

Abstract:

Purpose The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools. Design/methodology/approach The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data. Findings The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional development, and leading and managing instruction. Importantly, the study illuminates a hybrid structure of instructional leadership in which both hierarchical and heterarchical elements exist. Originality/value The current study expands the global knowledge base on instructional leadership by providing indigenous knowledge of how instructional leadership is enacted in Singapore schools. Simultaneously, this study suggests an agenda for future research on instructional leadership.

APA, Harvard, Vancouver, ISO, and other styles

45

Howarth, Jeff T. "Strategies for teaching cartography from theory and practice." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-122-2019.

Full text

Abstract:

<p><strong>Abstract.</strong> If Robinson (1952, 4) suggested that the essential task of the cartographer was “to make the data intelligible for the reader”, perhaps the essential problem for those of us that teach cartography is to make information <i>learnable</i> for students. As a design problem, teaching has three main components: we <i>present</i> instructional materials to students, we <i>create environments</i> for students to engage with what we present, and we provide <i>feedback</i> that aims to measure and motivate learning. This paper aims to help cartography educators design effective instruction in two ways: (1) by defining principles and patterns for effective instructional design that are gleaned from empirical studies of cognitive theories of learning and from pedagogical patterns of reflective practice; (2) by illustrating how these principles and patterns can inform cartography education with specific examples from an undergraduate course on cartographic design.</p><p>Cognitive theories of learning can inform instructional design based on the premise that “designs that are consistent with the way the human mind works are more effective in fostering learning than those that are not” (Mayer 2009, 13). They provide three key insights (Mayer 2005). First, working memory has a limited capacity to process information at one time. Second, we have two separate channels for processing visual and auditory information (both with limited capacities). Third, we don’t acquire knowledge passively but rather we actively engage in learning. This active engagement involves three key tasks: (1) figuring out or selecting the key information that we should pay attention to, (2) organizing this information into models, and (3) relating these models with previous knowledge. Within this theoretical framework, empirical studies have identified principles for instructional design that deal largely with presentation methods. In addition, they offer some helpful prescriptions for designing task environments that support learning by solving problems, for assessing learning, and for promoting learning through reflection.</p><p>Pedagogical patterns aim “to offer a format and a process for sharing successful practices in a way that allows each practice to be used by a variety of people in many different ways” (Bergin 2012, iii). A pedagogical pattern is a template for instructional design that identifies a recurring problem and offers a general strategy for solving the problem. They do not originate from controlled experiments of theory, but rather they are discovered through the practice of teaching and by reflecting on these experiences. As such, they are similar to advice a junior colleague might receive from a senior mentor. They complement cognitive-based principles because they deal with aspects of teaching that are often missing from the controlled laboratory environments of empirical research. This includes strategies for designing social learning environments and active learning environments, and for providing constructive feedback.</p><p>From these two sources, I compile a list of strategies organized by each design component. For designing presentations, strategies deal with questions of <i>substance</i> (what should you include in a presentation?), <i>arrangement</i> (how should you arrange or sequence elements of a presentation?), and <i>modality</i> (what should be the mode or form of a presentation?). For designing environments, strategies deal with questions of <i>social environments</i> (how should students interact with each other and with the instructor?) and <i>task environments</i> (how should students engage in activities or problems?). For feedback design, strategies deal with questions of <i>assessment</i> (how should you measure meaningful learning?), <i>motivation</i> (how should you deliver feedback to motivate learning?), and <i>reflection</i> (how should students reflect on their learning outcomes?).</p><p>Because empirical principles and pedagogical patterns were developed for instruction in other domains, this article illustrates them with specific examples of instructional materials that I have developed for teaching cartographic design to undergraduate students. Examples include lecture activities, software tutorials, task scaffolding, and feedback methods.</p><p>The main contribution of this article is to illustrate a framework that makes two important connections. First, it bridges principles from theory with patterns from practice. Second it links general principles/patterns with specific examples of their implementations. For experienced teachers, the principles, patterns, and examples described here may appear obvious or old hat, but for educators with little previous experience teaching, they may be especially helpful. In the future, it would be helpful if experienced educators contributed towards a resource for principles, patterns, and examples in cartography that young educators could draw from as they learn how to teach cartography.</p>

APA, Harvard, Vancouver, ISO, and other styles

46

Marek, Michael W., and Wen-chi Vivian Wu. "Establishing a “Standard Model” for CALL Instructional Design." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 3 (July 2020): 79–88. http://dx.doi.org/10.4018/ijcallt.2020070106.

Full text

Abstract:

This article proposes a Standard Model of CALL, i.e., a compilation of fundamental theories and practices that should always be considered when creating an instructional design for the Computer Assisted Language Learning (CALL). This proposed model is inspired by the standard model of physics which is the widely accepted understanding about how the fundamental particles and forces of the universe operate. The authors propose that the following concepts be considered the foundational components of the Standard Model of CALL which should shape the CALL context: (1) Reverse engineering of instructional requirements from outcome goals; (2) Instructional design based on affordances; (3) Constructivism embodied in student-centered active learning; (4) Communicative Language theory (CLT); (5) Authentic learning materials and experiences, (6) Incremental learning; (7) Task-Based Instructional Design; (8) Gamification; and (9) Long term use via curriculum integration. They collectively form a foundation and framework for common contextual elements that all CALL instructional design should consider.

APA, Harvard, Vancouver, ISO, and other styles

47

Mayer, Richard E. "Research-based principles for the design of instructional messages." Document Design 1, no. 1 (November 5, 1999): 7–19. http://dx.doi.org/10.1075/dd.1.1.02may.

Full text

Abstract:

Multimedia explanations are communications using words and pictures to explain how something works, including animation and narration in computer-based environments or text and illustrations in book-based environments. A cognitive theory of multimedia learning reveals a concurrence requirement for meaningful learning, in which corresponding verbal and pictorial representations must be held in working memory at the same time. Based on a theory-based research program, I propose five design principles: multimedia principle, to use words and pictures rather than words alone; contiguity principle, to place words close to corresponding pictures on a page or to present narration concurrently with corresponding animation; coherence principle, to minimize extraneous words, pictures, and sounds; modality principle, to present words as speech rather than as on-screen text; and individual differences principle, to use these design principles particularly for low-experience rather than high-experience learners and for high-spatial rather than low-spatial learners. Multimedia messages offer great potential for improving the effectiveness of communication, but only to the extent that their design is based on theory and research.

APA, Harvard, Vancouver, ISO, and other styles

48

Wu, Jiang. "On Situated Cognition-Based Approaches to Flash Educational Gaming Design." Advanced Materials Research 694-697 (May 2013): 2331–35. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.2331.

Full text

Abstract:

Based on the Situated Cognition, the article makes an attempt to propose four principles for Flash educational gaming designs. It is pointed out that these designs are supposed to apply instruction assistance-oriented, reasonable instructional design, motivation inspiration-targeted, and natural integration of education and entertainment principles. Moreover, on the basis of the theory, the mutual relations and connotations of the relevant five designing elements of situations, rules, tasks, roles, and emotions are to be analyzed respectively. With the purpose to balance education and entertainment in the games, an original Flash educational gaming model will be accordingly constructed; meanwhile, new ideas for the design and development of educational games will be also expected.

APA, Harvard, Vancouver, ISO, and other styles

49

Yeo, Sanghee. "Elaboration Theory on Instructional Design for Economic Education in middle school." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 19 (October 15, 2019): 987–1006. http://dx.doi.org/10.22251/jlcci.2019.19.19.987.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Dehler, Gordon E., and M. Ann Welsh. "Dialectical Inquiry as an Instructional Heuristic in Organization Theory and Design." Journal of Management Education 17, no. 1 (February 1993): 79–89. http://dx.doi.org/10.1177/105256299301700106.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!