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Dissertations / Theses on the topic 'Instructional models'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Ousley, Lisa, Retha D. Gentry, and Candice N. Short. "Instructional Dermatology Surface Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7145.

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Ousley, Lisa, Retha Gentry, and Candice Short. "Instructional Dermatology Surface Models." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7360.

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3

Ousley, Lisa, and Retha D. Gentry. "Instructional Dermatology Surface Models Patent Process." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7151.

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4

Ousley, Lisa, and Candice N. Short. "Instructional Dermatology Surface Models for Use in Simulation." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7158.

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5

Twilley, Jennifer. "An Examination of the Practice of Instructional Design and the Use of Instructional Design Models." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6373.

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This dissertation in practice utilized a sequential mixed methods research design to investigate the performance or exclusion of instructional design activities commonly prescribed by instructional design models during a typical instructional design project. The purpose of this study was to compare the performance of instructional design activities by practicing instructional designers with the performance of an experienced instructional designer to determine if instructional design models are being used to guide the practice of instructional design. In this study, quantitative data was collected from a sample of 224 instructional designers to determine the activities routinely performed and excluded from typical projects. Qualitative data was collected from a single case study of an instructional design project to assess whether or not the performance or exclusion of the same instructional design activities were identified in the work of an experienced instructional designer. Analysis of the data revealed the activities that are not routinely performed by instructional designers, reasons for the exclusion of activities, and possible factors for the decisions to exclude activities. The findings of this study indicate instructional designers may be sacrificing the quality and effectiveness of instruction in an attempt to increase the pace and reduce the cost of the instructional design process. The study concluded that instructional designers are not following the prescriptions of instructional design models during the practice of instructional design by routinely eliminating the fundamental activities involving the development of learner assessments, the performance of formative evaluations during the instructional design process, and summative evaluations after the implementation of the instruction.
Ed.D.
Doctorate
Education and Human Performance
Education
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6

Ousley, Lisa. "Instructional Dermatology Surface Models for use in Simulation Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7153.

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7

Ashmore, Barbara A. "The relationship between models of student laptop computer use and teacher instructional behavior." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.
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Torgerson, Kerry Glenn 1955. "POWER-FLOW PROGRAM FOR INSTRUCTIONAL SUPPORT." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276518.

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A computer program and an associated instruction manual were developed to fill a need for a useful learning tool for the study of transmission network power-flow programming techniques. Past programs were found to use techniques that did not give the student "hands-on" programming lessons, but instead gave them practice at using "pull-down menu" type of programming experience. The PFLOW program written is intended to be used "hands-on" with a complete instruction manual included to help the student use the program successfully and study the complete analysis technique. This includes network modelling, structure of input data, understanding program software, and correct meaning of outputs based on the complete knowledge of program solution methods. Sample input and outputs are also included to help get the student started, and to demonstrate the use of the PFLOW program. This program should prove beneficial to those with a general background in power transmission systems analysis.
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9

Gross, Monty Dale. "Instructional Design Thought Processes of Expert Nurse Educators." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29747.

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This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.
Ph. D.
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10

Roseborough, Barbara Ann. "A Comparative Study of Two Instructional Models in Developmental Education Writing Programs." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2878.

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Low college readiness among high school graduates is a national problem. A significant percentage of graduates are referred to courses designed to remediate deficiencies in the basic skills of reading, writing, and mathematics. Initiatives designed to improve the student experience in remedial and developmental programs have focused on the use of technology. Although technology has been used in the teaching of writing, research has not shown that this method is an improvement when compared to the lecture-based approach to teaching writing. The purpose of this nonexperimental quantitative study was to examine the impact of a technology-based writing program on student academic achievement, retention, and success in the advanced English class when compared to the lecture-based program. A framework for the study was Piaget's theory of cognitive development, which emphasizes learning through active exploration. A sample size of 88 degree-seeking freshmen, under the age of 20, with ACT scores that placed them in developmental writing or learning support writing courses, was used in the research. Quantitative, secondary data were analyzed using Chi-square and Cramer's V tests. The results of the Chi-square analysis were significant (Ï?2(1) = 22.72, p < .001), indicating that the percentage of students who succeeded in their advanced English course was different between the technology-based and the lecture-based classes. This study has implications for positive social change in the form of empirical-based data, which may inform decisions relative to the design of writing programs across the country. This information would potentially impact the college completion initiatives employed at community colleges nationwide.
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Folorunsho, Arleen Elizabeth. "Instructional Models for English Language Learners as Contributors to Elementary Teachers' Effectiveness." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/32.

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Faculty at a public school in Georgia have been unable to explain how and why English language learner (ELL) students improved their performance on English and writing standardized tests. Leadership at this school desired an evidence-based ELL teaching model, which required exploration of this improved performance. The purpose of this qualitative, phenomenological, and heuristic project study was to understand the roots of this ELL achievement. Guided by teacher effectiveness theory, which suggests that examining the role of teachers is a valid way of understanding student achievement, this theory provided a specific construct of effectiveness consisting of distinct behaviors and characteristics. Thirteen teachers of ELLs were purposively sampled and participated in semi-structured interviews in which they described possible connections between instructional practices, student success, and consistent expectations of themselves and their students. Through analytic strategies of horizontalization, thematic clustering and synthesis, the data revealed that teachers favored the push-in approach, despite the established practice in the school to use a hybrid model, because of various pedagogical advantages. The findings established a professional development plan to guide future ELL pedagogy and support activities. This study generated knowledge to help educators in the target school in selecting the most appropriate instructional strategy to ensure the academic, economic, and social success of ELL students, which is of increasing importance given their growing percentage among students in the United States.
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Wassinger, Craig, and Kara Boynewicz. "Using Instructional Design Models and Experience to Succeed in Flipping your Classroom." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8350.

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Olsafsky, Barbara L. "Rethinking learner-centered instructional design in the context of "No child left behind"." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155345888.

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Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.

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This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and the new generation learners' characteristics, and multidisciplinary or integrated approaches to instruction. The findings of the literature review were used as the theoretical foundation for the construction of the framework for media content selection. During the final step of the study's Phase One, the researcher used the first iteration of the framework to develop a short instructional module that incorporated the re-purposing of popular media. This instruction focused on early mathematics (K-2) and the re-purposing of full-feature children animated films. The goal of this step was the development of documentation to record the process for media content selection that was later used to modify and revise the framework. As the next step, the framework was validated by subject matter experts in the field of instructional design. The framework was then further revised and modified. The findings of this study have implications on the areas that pertain to (a) instructional design models, (b) media selection, (c) media content selection, and (d) curriculum integration. Based on the findings of this study, recommendations to practitioners choosing to use the framework for media content selection were suggested and suggestions for future research were provided.
Ph. D.
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Hassell, Thomasine Campbell. "Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6575.

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English as second language (ESL) students are not meeting reading proficiency standards compared to their native English-speaking middle school peers. To address the low achievement scores among ESL students, the study site implemented an instructional hub in which trained ESL resource teachers used the sheltered instruction observation protocol (SIOP) model. The purpose of this quasi-experimental study was to examine the difference in reading achievement scores between ESL students who participated in the instructional hub and those who participated in traditional instruction. Krashen's second language acquisition theory and Terrell's natural approach theory provided the framework for the study. Archival data from a sample of 70 ESL students were used for data analysis. A paired-samples t test was used to determine whether the groups reading mean scores (SIOP and traditional) significantly differed from pretest to post test. The results showed that the SIOP group significantly improved or changed their reading scores from pre to post scores, while students who were in traditional group did not. Findings may be used by school district administrators to help teachers use the SIOP model to help ESL students meet reading proficiency standards and graduate from school.
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Short, Candice, Retha Gentry, and Lisa Ousley. "Instructional Dermatology Surface Models: An Innovative Paradigm in Educating Advanced Practice Nursing Students." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7356.

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17

Ousley, Lisa, Candice N. Short, and Retha D. Gentry. "From Idea to Patent: Instructional Dermatology Surface Models for Use in Simulation and Standardized Patients." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7152.

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Instructional Dermatology Surface Models (IDSMs) for use in Simulation are newly invented simulation tools created by a nurse practitioner. The idea for IDSM was imagined in the simulation lab and created from the need to improve dermatology education. Instructional Dermatology Surface Models can be used on manikins, standardized patients or persons of any age and with every skin color. The tools can authentically simulate any skin disease. Skin disease is a leading cause of disease burden. In 2013, 85 million Americans where seen by a provider for at least one skin disease which resulted in $75 billion direct health care costs (Lim et al., 2017). Skin cancer is the leading cancer in the United States (Guy, et al, 2015). Current skin cancer education has had very little effect on patient health outcomes. For example, compared with non-Hispanic whites, Hispanics and black patients have lower survival rates related to early Melanoma detection (Robinson, 2010). Quality education in Simulation supports reducing practice gaps, improving patient outcomes and lowering health care costs. Innovative tools can remove the barriers and limitations in skin disease Simulation education. What was the process of having an idea and bringing it to patent application like? This presentation focuses on walking the participants through the beginning steps of an idea to improve dermatology Simulation education and ends with the experience of patent application.
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18

van, Delft Sari. "Relationships between maternal self-effiacy, parent training instructional practices and models of parent-professional interaction." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41968.

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Parental self-efficacy impacts the manner in which a parent interacts with his or her child, as well as child development. Parental self-efficacy can be influenced by a variety of parent and child characteristics, in addition to contextual factors such as socioeconomic status. Parents of children with autism are at risk for lower self-efficacy due to a number of additional influences, including stress, autism severity, and how professional supports are provided. The purpose of this study is to investigate the relationship between maternal self-efficacy in mothers of children with autism and parent-professional relationships, the instructional techniques utilized in parent training, parenting stress, socioeconomic status, and parents’ perceptions of child progress. A sample of 43 mothers in British Columbia whose children with autism were receiving services from a behavior consultant completed The Early Intervention Parent Questionnaire (EIPQ) that was developed for this study. The EIPQ measures maternal self-efficacy and the variables believed to influence maternal self-efficacy. A regression analysis found that parenting stress and parents’ perceptions of child progress were related equally to maternal self efficacy. Implications are discussed, with suggestions for future research.
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Dantes, Christine. "Models and principles utilized to create constructivist-collaborative learning within Second Life." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714739.

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The virtual 3D world of Second Life continues to grow as an educational platform for higher education. Instructional designers and faculty designers by assignment in this multi-case study described the constructivist instructional strategies, design models, and processes, utilized to create constructivist collaborative-learning environments in Second Life. A gap was identified in the literature surrounding the use of constructivist design and the effects on various alternative-learning environments, such as Second Life. Ten participants from higher education were purposively chosen to participate in the study. All of the 10 participants met the criteria that included five years experience in instructional design and two years experience designing in Second Life. Five participants were instructional designers and the other five were faculty designers by assignment. Data were collected from four sources that included in-depth semi-structured participant interviews, an observational protocol guide, and documents. The same observation protocol guide was used to examine Second Life sites while the participants were present. The study identified the instructional design models, processes, strategies, advantages, and challenges for instructional design in Second Life. Included in the findings is an instructional design model for use in virtual worlds such as Second Life. .

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Afolabi, Deborah. "Elementary Teachers' Perspectives of the Support Facilitation Instructional Model." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5818.

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The problem in an elementary school in Southern Texas was poor reading performance on grade level and progress monitoring tests for students with disabilities (SWDs). SWDs may learn to read proficiently when reading instruction is provided using the support facilitation model (SFM) that features a special educator who helps SWDs in literacy or mathematics in inclusion settings. The purpose of this bounded qualitative case study was to explore the perspectives of special and general education teachers about SFM. The universal design for learning framework, used to plan lessons based on how students learn, guided this study. The research questions focused on teachers' perspectives of SFM and its application. A purposeful sample of 2 special and 4 general education teachers, who taught SWDs using SFM in reading, volunteered and participated in semistructured interviews and classroom observations. The data were analyzed thematically using open, axial, and descriptive coding strategies. Participants supported inclusive education and voiced the need to understand their roles and responsibilities, and for a collaborative planning time to implement SFM. Findings indicated that SWDs learn to read best when they receive support through comprehension strategies and inclusion practices using SFM. Based on the findings, a 3-day training was designed to enhance teachers' knowledge of SFM, inclusion practices, comprehension strategies, and collaborative planning to support SWDs in reading. These endeavors may contribute to positive social change when administrators provide training for general and special educators to increase teachers' SFM knowledge and to apply collaborative planning, comprehension strategies, and inclusion practices, that may result in SWDs' improved reading performance.
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Stott, Debbie. "A framework for evaluating instructional design models resulting in a model for designing and developing computer based learning tools with GIS technologies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003430.

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With the increasing pressures and concerns in education regarding capability, lifelong learning, higher order cognitive skills, transdisciplinary education and so on, educators are seeking fresh ways to teach and new tools to support that teaching. In South Africa, Outcomes Based Education (OBE) has identified critical outcomes (skills) across all subject areas such as problem solving, teamwork, fostering critical thinking etc. as a way of responding to these pressures and concerns. But OBE has been criticised for lacking the necessary tools to develop these critical skills and to promote cross-discipline learning. One innovative way of offering transformative teaching, instruction and learning that may foster the development of these critical skills, particularly those concerned with critical thinking, is by using geographic information systems (GIS) technologies. The scope for using these technologies in secondary education is now being realised for teaching the more generic, cross-discipline skills described whereby students are learning not only about GIS but also with GIS. This realisation provides the opportunity to create flexible, computer-based learning materials that are rooted in authentic, real-world contexts, which aim to enhance the cognitive skills of the students. If these technologies can be used in an innovative way to develop critical outcomes and skills, a model needs to be defined to aid the design and development of learning materials using these technologies for use in schools. The primary aim of this study has been to develop such a model; a model which emphasises the development of real-world learning materials that develop higher-order thinking skills in learners. Another key product of this study is the submission of a comprehensive yet flexible framework for evaluating instructional design models found in the educational literature in order to determine if these design models can be used to develop learning materials forparticular contexts.
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Goodman, Lynn. "Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools." University of the Western Cape, 2015. http://hdl.handle.net/11394/5062.

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Magister Educationis - MEd
This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.
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23

Bolus, Oriole Mphumelelo. "Design thinking : shaping the way industrial design business models create, deliver and capture value." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2462.

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Thesis (MTech (Industrial Design))--Cape Peninsula University of Technology, 2016.
The purpose of this Master’s Thesis is to explore the application of Design Thinking as a valuable resource to any organisation, in this studies case the business model. Furthermore, it seeks to describe how the concept of ‘Design Thinking’ is shaping business models in the context of industrial design. By developing a language for and a description of these intersections and interdisciplinary roles. Consensus regarding the concepts of Design Thinking and the business model still needs development since this emerging area has become more established. An applied contextual research approach inevitably paints a new picture using the concepts and will also develop a language to assist design education, researchers and entrepreneurs in the industrial design praxis. The competitive advantage of any business is now driven even more by the intersection between different fields and disciplines. At this intersection exists the opportunity to understand the relationship between Design Thinking (a methodology that is grounded in industrial design) and the business model (a global concept for the logic of business) to help decision makers develop more sustainable pathways for design entrepreneurship. This research also addresses aspects of the changing role of industrial design and devotes the findings to the creative industries in South Africa. The research was conducted using a qualitative methodology, taking an applied context case study approach. Data were gathered from industry experts and three core cases: Thingking (design-maker consultants), Research Unit (a leather and luxury apparel company) and Nomanini, (provider of mobile solutions in the electronic domain).
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Schiever, Shirley W. "THE EFFECT OF TWO TEACHING/LEARNING MODELS ON THE HIGHER COGNITIVE PROCESSES OF STUDENTS IN CLASSES FOR THE GIFTED (PARNES CPS, TABA)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/282090.

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The defensibility of special classes and programs for gifted students is an issue with academic, social, and political ramifications. Critical components of programs for the gifted include the curriculum and service delivery model. This author examined the effect of two teaching/learning models, the Parnes Creative Problem Solving model and the Hilda Taba Teaching Strategies on the higher cognitive processes of gifted students in grades 5 through 8. Three service delivery models were included. The design of the study was the 3 x 3 x 2 analysis of variance with repeated measures on the last factor. The between subjects factors were experimental condition--Parnes, Taba, and Control--and service delivery model--Daily, One Day per Week, and Self-Contained. The within factor was the time of testing, the pre and posttest scores. Fourteen classes of gifted students in grades 5 through 8 were included: a total of 213 students took both the pretest and the posttest. The analysis of variance with repeated measures revealed two significant between subjects effects: interaction of treatment with service delivery model (p < .0001) and treatment effect (p < .02). The analysis of variance within factors indicated no significant effects (p < .05) except difference between the pretest and the posttest scores. Since the period of time between the pre and posttest was about seven months, this growth is expected and is not informative. Post hoc tests, using the Scheffe formula, showed significant (p < .10) differences in favor of both the Parnes and the Taba Daily groups when compared to the Control group, and a significant (p < .10) difference favoring the Taba Self-Contained when compared to the Taba One Day per Week group. The supporting data gathered indicated that three teachers did not implement their teaching/learning model effectively and two additional teachers used the model infrequently. The posttest cell means appear to be related not only to correct model implementation, but to frequency as well. Those cells with the highest frequencies of correct model use had the highest posttest mean scores. Therefore, it was concluded that process models offer a powerful method of teaching the higher cognitive processes to gifted students, but that such models must be used correctly and frequently.
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Thackaberry, Alexandera. "Competency-Based Education Models: An Emerging Taxonomy." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491776906336325.

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Perry, Hummons Monica L. "Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project." Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119.

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27

Bauserman, Adam D. "Special education service delivery and instructional models used in Indiana for secondary students with emotional disabilities perceptions from the field /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/756.

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28

Malloy, Jacquelynn Artim. "The effects of traditional and instructional models of sustained silent reading on the reading acheivment [sic] and motivation of third and fourth grade students." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219855448/.

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29

Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.

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Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
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30

Zobl, Christoph. "Designing for Prehospital Care Training : Aiding the development of mental models within procedural memory, through a training toolkit that improves proficiency in prehospital care procedures such as REBOA." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-145237.

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This is an educational design project exploring how prehospital care training can be altered to improve mental proficiency for emergency medical professionals.  The London Air Ambulance performs a complex life-saving procedure known as REBOA (Resuscitative Endovascular Balloon Occlusion of the Aorta) on the roadside; the only emergency medical service to do so worldwide. Teams consisting of a doctor-paramedic pairing are required to perform at their peak in extreme environments, making training for such circumstances crucial. As a result, this project strategically maps current mental processes into a framework, identifying multiple design opportunities to approach chaotic accident scenes. The framework acts as the basis for defining a curriculum, which, using Instructional Design principles, develops into a learning programme that highlights how learners experience training activities to modify communication habits and on-scene behaviour. A three-part toolkit embodies this learning programme, functioning as a sensory guide to explicitly direct attention at pre-, mid- and post-procedure interaction events between team members.
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31

Greenwell, Stacey. "USING THE I-LEARN MODEL FOR INFORMATION LITERACY INSTRUCTION: AN EXPERIMENTAL STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/edc_etds/6.

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Given the proliferation of information and the lifelong importance of information literacy skills, there is a need to determine how to best design information literacy instruction in order to help students locate, evaluate, and use information more effectively. This experimental study examined whether information literacy skills instruction designed using the I-LEARN model increased student understanding and application of information literacy concepts as compared to how librarians currently provide information literacy skills instruction. The experimental group received an instruction session and an online library research guide designed using the I-LEARN model, and the control group received an instruction session and an online library guide designed using a systems model. The analysis of the results of pre- and post-test scores and scores on a citation analysis showed that there was no significant difference between the two groups.
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32

Njenga, James Kariuki. "Instructional design process in a web-based learning management system: design, implementation and evaluation issues." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Web technologies have necessitated a transformation culture in higher education
institutions. Many of these institutions are employing web technologies whose
development, for varying reasons, is not supported by research in their field and
domain of use. One such field is instructional design for the web learning.
Although there is a lot of research on the most effective instructional design
strategies, the use of research for web-based learning applications has been
limited.

This thesis reports on a study aimed at transforming the research on instructional
design into practice by designing an instructional design system and providing an
argument for its implementation. The argument is intended to facilitate the design
and development of an instructional design subsystem of the web, that would in
turn offer effective and efficient ways for creating web-based learning materials
to instructors.

The study started by examining the various paradigms, theories and practices of
instructional design with the intent of using them to enrich and improve the
practice of instructional design in web learning. It undertook a thorough and
systematic review of the literature on instructional design in order to come up
with an instructional design system. The design approach used successful design
patterns that have been used elsewhere, e.g. in software design, to create common
responses or solutions to recurrent problems and circumstances. Instructional
design patterns were identified in this study as the recurrent problems or processes
instructional designers go through while creating instructional materials, whose
solutions can be reused over and over again.

This study used an iterative developmental research process of finding and
modelling an instructional design process as the research methodology. This
process follows and builds on existing research on instructional models, theories
and strategies, and ensures that the same methodology can be used to test the
theories in the design, thus improving both the research and the design.

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33

Kerness, Shloe. "Defining and Building Excellence: A Model for Professional Development at Arete Charter School." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6301.

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In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.
Ed.D.
Doctorate
Education and Human Performance
Education
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34

Vignare, Karen Kraus. "An Investigation of Traditionally-Aged College Students' Perceptions of the Community of Inquiry." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/330.

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Online learning courses are taken by nearly 31% of college students (Allen & Seaman, 2011). The majority of those enrolled in online learning are graduate and non-traditional undergraduate students. Survey data from multiple sources show a growing number of traditional students enrolling in online courses or online only universities. There is a lack of information about younger college students enrolling in online courses and those attending online only institutions. Without more research on the perceptions of this population, it is difficult to design an effective online learning environment. The Community of Inquiry (CoI) framework has been used as a process model that defines, describes and measures the tasks supporting online learning. The core elements are the three overlapping presences of teaching, social and cognitive and the interrelationships among those presences. Through more than a decade of work on the framework, a methodology and survey instrument emerged for studying the potential and effectiveness of online learning. Will younger college students enrolling today perceive the CoI framework and the presences from the model, the same way that non-traditional students have in the last decade? Most CoI studies sample non-traditional adults aged 25 and older. American Public University System (APUS) is a for-profit online only institution which publishes research studies that contribute to the growing number of CoI studies available. In the last four years APUS has provided large samples to validate the CoI model and investigate how CoI relates to retention and course design. The limited purpose of the research is to determine whether the CoI framework and its current results, is applicable to a select group of traditional students aged 21 and under who enroll in only online courses APUS. Through an exploratory study using statistical tests including a factorial analysis, the first sample population (n=2,019) consisted of students', 21 and under, responses to the CoI questionnaire and the second sample (n=125,039) was the responses of students older than 21. The samples were compared to determine if there was any significant difference between the perceptions of non-traditional and younger college students on the CoI model. Results indicated that the comparative means of the two populations are highly correlated at .924 but the p value is .000 at the 95% confidence interval. The two populations are different. A factor analysis showed that both samples perceived a three factor solution. The total variance explained was very similar for both samples. For the students who were 21 and under, the three factors accounted for 77.16% of the total and for the older students, three factors accounted for 74.17% of the total. The factor analysis results from the younger students also show that each item from the questionnaire is associated with the appropriate factor. The factor analysis results correspond to previous validated research conducted on the CoI model. The results continue to support the validity of the CoI model, but the differences in the populations are significant. The significance tests are useful but may not be as meaningful as the factor analysis due to the size of the samples. This research adds to the body of knowledge on the CoI model, a dominant theory that describes what learners perceive in an online environment. The results inform the understanding of the CoI model as it applies to younger college learners' perceptions of an effective online learning environment.
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35

Sammadyar, Abdul Wahid. "An investigation into the appropriateness of using agile processes to build an educational management information system." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4324_1308727180.

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Since there was a need for an Educational Management Information System (EMIS) in the Ministry of Education in Afghanistan, we designed and implemented a prototype for use in the ministry and investigated the appropriateness of using Agile methods for producing the EMIS. The prototype consisted of a database containing data about schools and a Dari interface which was used by educational planners, managers and policy makers of the ministry for decision making and planning. Agile methods are relatively new in software engineering and have an approach and development guidelines which strive for user satisfaction and early incremental delivery of software. We adapt them to local conditions due to their collaborative client-developer approach. The interface, a key component, is easy to use and e cient. The key research result is an evaluation concerning the appropriateness of using Agile Methods for developing the EMIS. Focus groups and surveys were used to develop the prototype and accomplish the study.

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36

Warfield, Nikkita Davenport. "Educating Instructional Mentors: A Qualitative Case Study of Instructional Coaches." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3844.

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In a rural Title I school district in Georgia, teachers are mandated to implement research-based best practices in their delivery of instructional standards so that K-12 students can master 21st century competencies and meet mandated academic targets. District administrators indicated many teachers lack skills to implement best practices. To address this concern, instructional coaches were hired to support teachers with implementation of instructional practices and address teacher accountability; however, coaches received no training to outline their roles and responsibilities. The purpose of this bounded qualitative single case study was to examine the role of instructional coaches and how they support teachers to improve instruction, and to identify supports needed to assist instructional coaches. Knowles's andragogy theory guided this study. The research questions were used to explore instructional coaches' perceptions of their roles and responsibilities, guidance to support K-12 educators, and professional development (PD) to improve coaching skills. A purposeful sample of 12 K-12 instructional coaches volunteered and participated in open-ended interviews, observations, and document reviews. Data were analyzed thematically using open and axial coding. Coaches perceived their roles as developing good relationships with teachers and garnering administrator support to sustain a consistent instructional coaching model. They also requested PD that featured direct/indirect collaboration with coaching experts. Results of the study were used to develop a 5-day PD session to address coaches' instructional needs. This endeavor may contribute to positive social change when instructional coaches understand their roles in creating systemic transformation in the instructional practices of teachers to benefit K-12 learners' achievement.
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37

Zolna, Jesse S. "Two stage process model of learning from multimedia guidelines for design /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.

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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008.
Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.
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38

Peterson, Bruce Jeffrey. "An instructional design model for heuristics." [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:3297107.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0493. Adviser: Charles M. Reigeluth.
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39

Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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40

Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.

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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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41

Dorfner, Tobias [Verfasser], and Birgit [Akademischer Betreuer] Neuhaus. "Instructional quality features in biology instruction and their orchestration in the form of a lesson planning model / Tobias Dorfner ; Betreuer: Birgit Neuhaus." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1193423228/34.

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42

McKay, Elspeth, and elspeth@rmit edu au. "Instructional strategies integrating cognitive style construct: A meta-knowledge processing model." Deakin University. School of Computing and Mathematics, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061011.122556.

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The overarching goal of this dissertation was to evaluate the contextual components of instructional strategies for the acquisition of complex programming concepts. A meta-knowledge processing model is proposed, on the basis of the research findings, thereby facilitating the selection of media treatment for electronic courseware. When implemented, this model extends the work of Smith (1998), as a front-end methodology, for his glass-box interpreter called Bradman, for teaching novice programmers. Technology now provides the means to produce individualized instructional packages with relative ease. Multimedia and Web courseware development accentuate a highly graphical (or visual) approach to instructional formats. Typically, little consideration is given to the effectiveness of screen-based visual stimuli, and curiously, students are expected to be visually literate, despite the complexity of human-computer interaction. Visual literacy is much harder for some people to acquire than for others! (see Chapter Four: Conditions-of-the-Learner) An innovative research programme was devised to investigate the interactive effect of instructional strategies, enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive style, on the acquisition of a special category of abstract (process) programming concept. This type of concept was chosen to focus on the role of analogic knowledge involved in computer programming. The results are discussed within the context of the internal/external exchange process, drawing on Ritchey's (1980) concepts of within-item and between-item encoding elaborations. The methodology developed for the doctoral project integrates earlier research knowledge in a novel, interdisciplinary, conceptual framework, including: from instructional science in the USA, for the concept learning models; British cognitive psychology and human memory research, for defining the cognitive style construct; and Australian educational research, to provide the measurement tools for instructional outcomes. The experimental design consisted of a screening test to determine cognitive style, a pretest to determine prior domain knowledge in abstract programming knowledge elements, the instruction period, and a post-test to measure improved performance. This research design provides a three-level discovery process to articulate: 1) the fusion of strategic knowledge required by the novice learner for dealing with contexts within instructional strategies 2) acquisition of knowledge using measurable instructional outcome and learner characteristics 3) knowledge of the innate environmental factors which influence the instructional outcomes This research has successfully identified the interactive effect of instructional strategy, within an individual's cognitive style construct, in their acquisition of complex programming concepts. However, the significance of the three-level discovery process lies in the scope of the methodology to inform the design of a meta-knowledge processing model for instructional science. Firstly, the British cognitive style testing procedure, is a low cost, user friendly, computer application that effectively measures an individual's position on the two cognitive style continua (Riding & Cheema,1991). Secondly, the QUEST Interactive Test Analysis System (Izard,1995), allows for a probabilistic determination of an individual's knowledge level, relative to other participants, and relative to test-item difficulties. Test-items can be related to skill levels, and consequently, can be used by instructional scientists to measure knowledge acquisition. Finally, an Effect Size Analysis (Cohen,1977) allows for a direct comparison between treatment groups, giving a statistical measurement of how large an effect the independent variables have on the dependent outcomes. Combined with QUEST's hierarchical positioning of participants, this tool can assist in identifying preferred learning conditions for the evaluation of treatment groups. By combining these three assessment analysis tools into instructional research, a computerized learning shell, customised for individuals' cognitive constructs can be created (McKay & Garner,1999). While this approach has widespread application, individual researchers/trainers would nonetheless, need to validate with an extensive pilot study programme (McKay,1999a; McKay,1999b), the interactive effects within their specific learning domain. Furthermore, the instructional material does not need to be limited to a textual/graphical comparison, but could be applied to any two or more instructional treatments of any kind. For instance: a structured versus exploratory strategy. The possibilities and combinations are believed to be endless, provided the focus is maintained on linking of the front-end identification of cognitive style with an improved performance outcome. My in-depth analysis provides a better understanding of the interactive effects of the cognitive style construct and instructional format on the acquisition of abstract concepts, involving spatial relations and logical reasoning. In providing the basis for a meta-knowledge processing model, this research is expected to be of interest to educators, cognitive psychologists, communications engineers and computer scientists specialising in computer-human interactions.
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43

Lindberg, David Seaman III. "Enhancing Individualized Instruction through Hidden Markov Models." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405350981.

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44

Sancar, Hatice. "Proposal Of A Validation Model For Instructional Simulators." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612645/index.pdf.

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There were two aims of the study. First one was to validate a truck simulator designed to train truck drivers on economic fuel consumption. Second one was to develop a simulator validation model for instructional simulators. This aim merged as a result of literature review since there is a controversy on the categorization and application of validation approaches. To accomplish two aims, the simulator validation approaches were categorized according to their descriptions in the literature, namely, &ldquo
Behavioral&rdquo
, &ldquo
Face&rdquo
and &ldquo
Instructional&rdquo
validation and combined in the current study. Blending Mixed Methods Research Design and Designed Case Formative Research Design were employed together in order collect data. To validate the simulator and investigate the main characteristics of instructional validation process, 110 truck drivers from a logistics and transportation company participated to the economic fuel consumption training. The data were collected in two parts as during the training and 5 months after the training. Both quantitative and qualitative research approaches were used to collect data. To analyze the qualitative data, open coding analysis method were employed and quantitative data were analyzed using SPSS statistics software. According to the study results, although the Truck Simulator did not represent the real model in 100% percent or had some usability problems, it was valid in overall since it did what it was supposed to do during the training. Also, the results of the study showed that the validation determination should have been done according to the instructional goals
not the reality or usability of it.
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45

Georgakopoulos, Vassilis. "Food safety training : a model HACCP instructional technique." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340452.

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46

Kissinger, Susan M. "Development of an instructional natural resources information model /." Link to abstract, 2002. http://epapers.uwsp.edu/abstracts/2002/Kissinger.pdf.

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47

Malki, Daniel, and Omran Shade. "Augmented Instructions : A study of methods for utilising 3D models in technical instructions." Thesis, Högskolan Väst, Avdelningen för Industriell ekonomi, Elektro- och Maskinteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-12623.

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This thesis intends to identify and evaluate appropriate methods for ABB Capacitors to utilise their 3D models instead of 2D representations, with the purpose of reducing costumer’s misconceptions of installation manuals. ABB spends a significant amount of time designing detailed 3D models of their products. These are later converted into 2D representations of the models to create instructions with assembly drawings to their customers. 2D representations are less detailed than the 3D models and require prior experience to give an understanding of the products design. The customers don’t always possess the required experience to install capacitor solutions accordingly, this leads to wrong installations and increased lead-time. Three new visualisation methods were identified and evaluated on behalf of ABB Capacitors requirements and prerequisites. The three methods that were identified are Video recordings, Static-rotatable-3D Model and 3D sequence video. Next step was to identify and evaluate appropriate methods to present the 3D instructions. Initially two methods were considered: Augmented Reality and Virtual Reality. During the testing phase another opportunity was discovered, animated videos with camera views. The conclusion is that ABB Capacitors should replace the current instructions with animated videos with camera views and Augmented Reality experiences. Both suggested methods were demonstrated and evaluated for ABB Capacitors.
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Zeydel, Kim Marette. "Instructional Strategies Within a Blended Learning Model for At-Risk Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7357.

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Many at-risk students attending an alternative high school in a northwestern state were not graduating on-time even after a learner-centered blended learning model was implemented. The administration and teachers sought to understand why the change to a learner-centered program was only slightly increasing the graduation rate each year. The purpose of this qualitative case study was to explore how the learner-centered instructional strategies used within a blended learning model were being implemented and supporting at-risk students. Weimer's learner-centered framework was used to ground the study and guide the research questions which examined teacher and student perspectives about the learner-centered instructional strategies that were being implemented. Interviews were conducted with 6 teachers from diverse disciplines who had taught at the study site for 3 or more years, 4 recent graduates, and 6 current students who were 18 years old or older. Classroom observations of the 6 teachers were conducted and archived student surveys from the previous 2 years were collected. All data were analyzed and coded to identify common themes and strategies regarding learner-centered instruction. The findings indicated the teachers needed professional development in how to implement learner-centered and blended learning strategies and how to help students take responsibility for their education. A yearlong professional development program focused on how to use learner-centered and blended instructional strategies was developed for teachers. Implementation of appropriate learner-centered and blended learning strategies might result in students completing their courses and increased graduation rates. As more students graduate, instead of dropping out, positive social change will occur in the community as they responsibly enter the work force.
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49

Braswell, Ray. "Toward an adapted systems design model for instructional development." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74759.

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This study was conducted primarily to discern ways of adapting traditional instructional design models to better guide educators whose most typical design problem is one of "repurposing" commercial materials to meet already established instructional needs. The problem of using existing materials to satisfy already established goals and objectives is considered in this study to be a uniquely different situation than was envisioned in those cases where designers use systems approaches to develop complete instructional packages. Yet, many educators will find this ideal version of design work difficult to satisfy and rarely have the opportunity (with appropriate resources) to design instruction "according to the book". This research, therefore, was undertaken to provide a practical example of design work, utilizing an interactive video design problem. The strategy adopted in this study consisted of the following: 1) The author produced an interactive video lesson which could exemplify the potential of repurposing and reveal the design problems encountered; 2) Each of the design "steps" or moves made by the author was preserved through an extensive set of designer notes as well as an audiotaped record of designer and participant comments. In this study, the author's think-aloud protocols were used as data along participant's comments; 3) These process data, the design notes and the audiotaped records were subjected to qualitative analyses borrowed and adapted from standard ethnographic research procedures; 4) Subsequent considerations for repurposing were abstracted from the qualitative analyses and presented as practical guidelines for designers working in an interactive environment. Of primary interest is the adapted systems design model developed for this study. This model illustrates five considerations for repurposing which deserve special attention: 1) repurposing actually beginning in the middle of the typical design sequence; 2) the matching process which exists between available materials and the existing goals and objectives which has to be satisfied; 3) the effective utilization of repurposed materials in instructional lessons; 4) the reconstruction of the repurposed materials into an acceptable instructional lesson; 5) the creation and incorporation of additional materials which are needed in the instructional unit. Visual illustrations showing the relationships between these considerations and the typical design scenario are presented in the study. The adapted model presented in this study provides for those instructional designers, who rarely have the time or expertise, a practical set of procedural considerations.
Ed. D.
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50

Singley, Bradford G. "Computer-Based Instruction for Engineering Education in the Developing World." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2090.pdf.

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