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Journal articles on the topic 'Instructional models'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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.

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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and 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.

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2

Khalil, Mohammed K., and Ihsan A. Elkhider. "Applying learning theories and instructional design models for effective instruction." Advances in Physiology Education 40, no. 2 (June 2016): 147–56. http://dx.doi.org/10.1152/advan.00138.2015.

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Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

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Magliaro, Susan G., and Neal Shambaugh. "Student Models of Instructional Design." Educational Technology Research and Development 54, no. 1 (February 2006): 83–106. http://dx.doi.org/10.1007/s11423-006-6498-y.

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4

Gustafson, Kent L., and Robert Maribe Branch. "Revisioning models of instructional development." Educational Technology Research and Development 45, no. 3 (September 1997): 73–89. http://dx.doi.org/10.1007/bf02299731.

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5

Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate, and Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers." SAGE Open 8, no. 4 (October 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.

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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.

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Gurvitch, Rachel, and Michael Metzler. "Aligning Learning Activities with Instructional Models." Journal of Physical Education, Recreation & Dance 84, no. 3 (March 2013): 30–37. http://dx.doi.org/10.1080/07303084.2013.767719.

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7

Frey, Linda A., and Charles M. Reigeluth. "Instructional models for tutoring: A review." Journal of Instructional Development 9, no. 1 (March 1986): 2–8. http://dx.doi.org/10.1007/bf02908305.

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8

Ibe-Bassey, George S. "Designing Instructional Materials for Qualitative Primary Instruction in Akwa Ibom State." Journal of Educational Technology Systems 24, no. 3 (March 1996): 287–95. http://dx.doi.org/10.2190/h3mt-yw1g-te2m-2rwh.

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The effectiveness of any teacher at all levels of education depends on the quality of the inputs, process, and resources within a given educational system. Primary instruction is designed to provide functional literacy and skills of verbal communication, mathematical accuracy, social studies, science, and creative studies. The achievement of this objective depends on the application of the systematic principles of the design of appropriate instructional system components for primary instruction. The materials-first rational model of instructional system development has been advocated. This model is based on the intuitive and opportunity models of instructional design and development.

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9

Yusuf, Aminu. "EFFECTS OF INTEGRATING INSTRUCTIONAL MODELS WITH LECTURE METHOD ON ACADEMIC PERFORMANCE OF STUDENTS OF SMALL CLASS-SIZE IN ZARIA EDUCATIONAL ZONE KADUNA STATE." Sokoto Educational Review 13, no. 2 (December 31, 2018): 34–42. http://dx.doi.org/10.35386/ser.v13i2.180.

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This study investigated the effects of integrating instructional models with lecture method on academic performance of students of small class-size in some Biology concepts among Senior Secondary School Students in Zaria Education Zone. Fifty students randomly selected from two Senior Secondary Schools constitute the sample for the study. The schools were grouped into two. one as experimental with 25 students and the other as control with 25 students from the total population of 4,450 S.S.S 3 students in the zone. The study adopted a pretest, posttest quasi-experimental and control group. The subjects in the experimental groups were taught by Integrating Instructional Models with Lecture while the control groups were exposed to the lecture method. A Biology Achievement Test (BAT) with Reliability Coefficient o f 0.75 was used to measure the students’ achievement after the treatment. The data collected was analysed using mean, standard deviation and t-test. Results indicated that there is a significant difference in the mean academic performance of students taught Biology concepts using Integrating Instructional models with lecture method compared to those taught using lecture method of instruction in small class size. Based on the findings it was recommended that Integrating Instructional models with lecture method should be used by Biology teachers to teach in Senior Secondary School. Biology teachers should be trained on the effective use of instructional models in Senior Secondary Schools among others.

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10

Wilhelm, Kim Hughes, and Margi L. Wald. "Instructional Weaving: Models for Scaffolding Within and Between Courses." TESL Canada Journal 15, no. 2 (July 1, 1998): 01. http://dx.doi.org/10.18806/tesl.v15i2.697.

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Instructional "weaving" is a method of instructional design that can help to solve problems related to time constraints and skill-building reinforcement. Teacher-teacher collaboration is encouraged as instructional weaving between classes helps learners cope with complex or difficult tasks. One course builds on another, with teachers reinforcing learning across both time and setting. Examples are provided of how instructional weaving has been applied in an IEP (Intensive English Programs) setting, with learners working with content-based materials to learn and practice language and literacy skills. The article concludes with a list of tips and caveats for those interested in applying instructional weaving in their own settings.

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Hoover, John J. "Making Informed Instructional Adjustments in RTI Models." Intervention in School and Clinic 47, no. 2 (August 8, 2011): 82–90. http://dx.doi.org/10.1177/1053451211414193.

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School-based response to intervention (RTI) teams must gather, organize, chart, and interpret essential instructional information to make effective adjustments to meet the academic needs of struggling learners. Quantified data such as student proficiency scores, rate of progress trends, and achievement gap results provide the foundation for making multitiered decisions in RTI models. In addition to these quantified results, several key qualitative instructional aspects exist in every teaching and learning environment that warrant consideration when making instructional decisions. This article describes key quantitative and qualitative instructional essentials necessary to make informed academic adjustments for struggling learners. Identification of the essentials discussed is based on literature review and fieldwork completed with school-based RTI problem-solving teams in their efforts to implement RTI.

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Kelcey, Ben. "Measuring Teachers' Instruction with Multilevel Item Response Theory." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 1 (March 30, 2016): 1037–47. http://dx.doi.org/10.24297/ijrem.v7i1.3857.

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The purpose of this study was to describe an approach for measuring teachers' uses of instruction as it relates to students' achievement through classroom observations. Despite significant work on the substantive content of observation systems chronicling teachers' instruction, literature has largely relied on simple counts of instructional features or the average of quality indicators to describe teachers' instruction. However, such coarse summaries generally do not reflect current theories of instruction, prior empirical evidence, and the framework of most observation systems. The approach presented in this paper builds on evidence that teachers' instruction varies across lessons and that instructional features or quality indicators do not necessarily contribute equally to our understanding of effective instruction. To align theory, data and methods, this study applied multilevel item response theory to the study of early literacy instruction as it relates to students' achievement. This model provided a more complex, but more precise and theoretically grounded, view of instruction by linking components of instruction theory to model parameters. Empirical results suggested that multilevel item response models encouraged precision in the specification of theory, data collection, and models that is absent in simpler models.

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Uzunboylu, Huseyin, and Emine Kosucu. "An evaluation on instructional systems design." International Journal of Learning and Teaching 12, no. 1 (January 31, 2020): 30–41. http://dx.doi.org/10.18844/ijlt.v12i1.4552.

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Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

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14

Duffy, Thomas M., Lorraine Higgins, Brad Mehlenbacher, Cynthia Cochran, David Wallace, Charles Hill, Diane Haugen, et al. "Models for the Design of Instructional Text." Reading Research Quarterly 24, no. 4 (1989): 434. http://dx.doi.org/10.2307/747606.

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15

Brown, Sue, Scott Harrell, and Sandra Browning. "Models of influence on mathematics instructional coaches." Mentoring & Tutoring: Partnership in Learning 25, no. 5 (December 15, 2017): 566–88. http://dx.doi.org/10.1080/13611267.2017.1416264.

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Gustafson, Kent L., Robert Maribe Branch, and Shannon A. Alpert. "Survey of instructional development models, third edition." Performance Improvement 37, no. 5 (May 1998): 36–39. http://dx.doi.org/10.1002/pfi.4140370509.

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17

Greenwood, Charles R. "The case for performance-based instructional models." School Psychology Quarterly 11, no. 4 (1996): 283–96. http://dx.doi.org/10.1037/h0088935.

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18

Brinkerhoff, Delroy A. "Survey of instructional development models, third edition." TechTrends 45, no. 1 (January 2001): 48–50. http://dx.doi.org/10.1007/bf02763388.

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19

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.

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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.

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20

Kane, Britnie Delinger, and Brooks Rosenquist. "Relationships Between Instructional Coaches’ Time Use and District- and School-Level Policies and Expectations." American Educational Research Journal 56, no. 5 (February 8, 2019): 1718–68. http://dx.doi.org/10.3102/0002831219826580.

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Whole-school reform models frequently include instructional coaching, yet instructional coaches typically spend relatively little time working with teachers on instruction. Using survey and interview data from district leaders, school administrators, and instructional coaches in one urban school district, this mixed-methods analysis asks how district- and school-level policies and expectations were related to coaches’ time use. Coaches accountable to district leaders spent more time working with teachers on instruction than their school-hired counterparts, who devoted more time to administrative and teaching duties. However, all coaches had limited opportunities to work with teachers in ongoing ways. Also, as district accountability systems became more robust, all coaches engaged in more administrative work. Implications for school and district policy are discussed.

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21

Reid, Greg, Douglas Collier, and Michelle Cauchon. "Skill Acquisition by Children with Autism: Influence of Prompts." Adapted Physical Activity Quarterly 8, no. 4 (October 1991): 357–66. http://dx.doi.org/10.1123/apaq.8.4.357.

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Visual, verbal, and physical prompting systems promote motor skill acquisition in learners who are autistic (Collier & Reid, 1987). The purpose of the present study was to contrast the effectiveness of two instructional models, one that emphasized visual prompting and one that stressed physical prompting. Both models were designed to teach autistic children a bowling skill that was subdivided into 19 task analytic steps. All four subjects received 120 trials under both instructional models in a counterbalanced fashion. It was hypothesized that physical prompting would be the most effective model, but only limited support was generated in this regard. The subjects did benefit from carefully designed instruction, however, thus replicating previous findings.

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Khodabandelou, Rouhollah, and Siti Akmar Abu Samah. "Instructional Design Models for Online Instruction: From the Perspective of Iranian Higher Education." Procedia - Social and Behavioral Sciences 67 (December 2012): 545–52. http://dx.doi.org/10.1016/j.sbspro.2012.11.359.

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23

Lehman, Clayton Wayne, and Brett Welch. "Second Language Acquisition Instructional Models in International Schools in East Asia." Asia Pacific Journal of Educators and Education 35, no. 2 (December 23, 2020): 1–16. http://dx.doi.org/10.21315/apjee2020.35.2.1.

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The international school market continues to grow at a rapid pace, and a considerable amount of growth is taking place in East Asia. With the majority of international school enrollment being local students, care should be taken when developing or restructuring the second language acquisition (SLA) instructional model employed in the school. The purpose of this study was to explore the current use and preference of SLA instructional models in international schools in East Asia. The researchers further sought to explore the difference in preference of SLA instructional models between administrators and teachers. This quantitative exploratory survey-based study had 543 participants, all of whom were active administrators and teachers in international schools in East Asia. The main findings of the study revealed that there are differences between implemented and preferred SLA instructional models in international schools in East Asia. Additional findings include the frequency of SLA instructional model implementation and that there was no statistically significant difference in SLA instructional model preference between administrators and teachers. Findings from this study can allow stakeholders and policymakers to understand current practices and potential future shifts in SLA instructional models in international schools in East Asia.

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Boru, Mirla Safrina. "Pengaruh Model Pembelajaran dan Gaya Kognitif Terhadap Hasil Belajar Sejarah Siswa di SMAN 28 Kab. Tangerang." Jurnal Pendidikan Sejarah 6, no. 1 (January 30, 2017): 29. http://dx.doi.org/10.21009/jps.061.04.

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The research aim to investigate the influence of instructional models cognitive style toward history learning outcome of students at SMA Negeri 28 Kab. Tangerang. This research is quantitative research using design treatment by level 2x2. The population of this research is all students of X IIS grade. The sample consist of two classes that X IIS 2 and X IIS 4 with 67 people amount. For the experimental class X IIS 2 are 32 student and from control class X IIS 4 are 35 student will be selected. The instrument used to assess students achievement is in the multiple choice form, while the instrument used to assess students cognitive style is in test GEFT. Among the result of the research are: (1) History learning outcome of students who follow TGT instructional models higher than the student who studied with direct instruction model, (2) History learning outcome of students who have Field Independent cognitive style higher than student who have a Field Dependent cognitive style, (3) There is interaction effect between models of instructional and cognitive style on history learning outcome of student.

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Sutisna, Anan. "Pengembangan Model Pembelajaran Blended Learning pada Pendidikan Kesetaraan Program Paket C dalam Meningkatkan Kemandirian Belajar." JTP - Jurnal Teknologi Pendidikan 18, no. 3 (December 1, 2016): 156–68. http://dx.doi.org/10.21009/jtp1803.2.

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This research aimed at discovering a instructional model to improve self learning of students package C program. Alternative selected to reach the objective of this research to develop a instructional model of Blended Learning, focusing at self learning. The instructional model was developed based on the fact and consideration that the on going instruction process was regarded too conventional. Learning Blended learning model on the package C program is conducted by the method of research and development through three stages: a preliminary study, the preparation of conceptual models and test to determine the effectiveness of the model. The result showed that instructional model of Blended Learning is effective to improve the self learning of students package C program at the Center for Community Learning.

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

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<p class="JLDAbstract">This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.</p>

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Pham, Huong. "Theory-Based Instructional Models Applied in Classroom Contexts." Literacy Information and Computer Education Journal 2, no. 2 (June 1, 2011): 406–15. http://dx.doi.org/10.20533/licej.2040.2589.2011.0057.

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Kim, Young Jon, and Cheol Il Lim. "Characteristics and Limitations of Bedside Teaching Instructional Models." Korean Medical Education Review 16, no. 1 (February 28, 2014): 25–31. http://dx.doi.org/10.17496/kmer.2014.16.1.025.

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Choi, Ji-Yeon, Dong-Kuk Hwang, Tae-Suk Lee, Dong-Hyun Ryu, and Sang-Won Lee. "The Instructional Models of Education for Sustainable Development." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 13 (July 1, 2017): 41–64. http://dx.doi.org/10.22251/jlcci.2017.17.13.41.

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VanTassel-Baska, Joyce. "Effective Curriculum and Instructional Models for Talented Students." Gifted Child Quarterly 30, no. 4 (October 1986): 164–69. http://dx.doi.org/10.1177/001698628603000404.

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Irlbeck, Sonja, Elena Kays, Deborah Jones, and Rod Sims. "The Phoenix Rising: Emergent models of instructional design." Distance Education 27, no. 2 (August 2006): 171–85. http://dx.doi.org/10.1080/01587910600789514.

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Bush, Tony. "Instructional and transformational leadership: alternative and complementary models?" Educational Management Administration & Leadership 42, no. 4 (July 2014): 443–44. http://dx.doi.org/10.1177/1741143214526830.

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Hundhausen, Christopher D., N. Hari Narayanan, and Martha E. Crosby. "Exploring studio-based instructional models for computing education." ACM SIGCSE Bulletin 40, no. 1 (February 29, 2008): 392–96. http://dx.doi.org/10.1145/1352322.1352271.

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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.

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Joo, Yong-Kook. "Individual, Group, and Organizational Instructional Systems Development Models." Performance Improvement Quarterly 11, no. 4 (October 22, 2008): 22–50. http://dx.doi.org/10.1111/j.1937-8327.1998.tb00105.x.

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Bottge, Brian A., Xin Ma, Linda Gassaway, Michael D. Toland, Mark Butler, and Sun-Joo Cho. "Effects of Blended Instructional Models on Math Performance." Exceptional Children 80, no. 4 (June 6, 2014): 423–37. http://dx.doi.org/10.1177/0014402914527240.

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Tracy, Saundra J., and Ernest M. Schuttenberg. "The Desirable and the Possible: Four Instructional Models." College Teaching 34, no. 4 (November 1986): 155–60. http://dx.doi.org/10.1080/87567555.1986.10532348.

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Edmonds, Gerald S., Robert C. Branch, and Prachee Mukherjee. "A conceptual framework for comparing instructional design models." Educational Technology Research and Development 42, no. 4 (December 1994): 55–72. http://dx.doi.org/10.1007/bf02298055.

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Mutlu, Gülçin. "A qualitative analysis and comparison of the two contemporary models of instructional design." Journal of Human Sciences 13, no. 3 (December 31, 2016): 6154. http://dx.doi.org/10.14687/jhs.v13i3.4350.

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This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself.

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Jufinda, Anggil, and Ade Irawan. "Influence analysis of instructional models and motor skills towards student achievement on sprint." Journal of Educational and Learning Studies 2, no. 1 (May 26, 2019): 31. http://dx.doi.org/10.32698/0482.

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According to an initial observation conducted in SMPN 4 Kerinci, there were at least three biggest problems with the school: 1) absence of varied instructional models 2) lack of the students’ interest in learning sprint, 3) the students’ low achievements in sprint. This study aimed to analyse the influence of instructional models and motor skills towards seventh grade-student achievement on sprint at SMPN 4 Kerinci. This study employed experimental methods, with treatment by level 2x2 design. Sample of this study is 64 students who involved within two treatment groups. Results of this study showed that group of students who were taught using creative play instructional model comprehensively performed better in sprint compared to the students taught using cooperative instructional model. There was an interaction between instructional models and motor skills towards student achievement on sprint.

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Yıldız, Ezgi Pelin, and Huseyin Uzunboylu. "Comparıson Of Instructıonal Desıgn Models: An Instructıonal Desıgn Model; Example Of The Near East Unıversıty." International Journal of Innovative Research in Education 5, no. 3 (September 28, 2018): 74–84. http://dx.doi.org/10.18844/ijire.v5i3.3835.

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The concept of instructional design, whose roots are based on the 1920s and the use of World War II and later, begins with the use of information by many psychologists, such as Gagne, Briggs, Flagan, for systematizing their knowledge. To date, many instructional design models have been introduced and each has been classified in different ways and has many advantages in teaching environments. In this context, instructional design is discussed in terms of process, discipline, science, system and performance. In the scope of the research, a total of 9 instructional design models were compared with each other in terms of 8 criteria (general characteristics, purpose, basic outputs, model flow, strengths and weaknesses, importance, basic theories). The aim of the study; to help choose the most suitable, most useful instructional design model for the purpose of teaching environments. In addition, a doctoral thesis planned with an instructional design was included in the research and the results were examined in detail. Keywords: Instructional design models, General features, Learning features, Comparison.

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Windayani, Fitri. "Pengaruh Model Pembelajaran dan Gaya Kognitif Peserta Didik Terhadap Kesadaran Sejarah di SMAN 5 Tambun Selatan." Jurnal Pendidikan Sejarah 5, no. 1 (August 18, 2017): 10. http://dx.doi.org/10.21009/jps.051.02.

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The aim of study is to reveal the influence of instructional model and cognitive style on historical conciousness on SMAN 5 Tambun Selatan.The methodology used is the experimental method with treatment by level ANAVA 2 X 2. Reseach instrumentation will include a test that will be used to measure students historical conciousness from instructional model and cognitive style of students. A total participant from experiment class are 33 student and from controll class are 30 students will be selected. Data analysis be performed by using two way varians analysis. Among the result of this research are the historical conciousness of students who follow discovery instructional model higher than the student who studied with direct instruction model, the historical conciousness of students who have field independent cognitive style higher than than student who have a field dependent cognitive style and there is an interaction between models of instructional and cognitive style.

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Koderi, Koderi, and Zulfiati Syahrial. "Model Development of Savi–Based E-Module for Arabic Instruction at Islamic Junior High School in Bandar Lampung, Indonesia." Humaniora 9, no. 1 (March 5, 2018): 23. http://dx.doi.org/10.21512/humaniora.v9i1.4136.

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This research aimed to get data of Arabic instructional processes; develop Somatic, Auditory, Visual, and Intellectual (SAVI)-based e-module for Arabic instruction at Islamic junior high schools (Madrasah Tsanawiayah - MTs); and obtain empirical data of SAVI-based e-module effectiveness to improve students’ achievement in Arabic lesson. Models of Dick and Carey, as well as Hanaffin and Peck, were utilized and modified into four stages. It comprised of preliminary research, model designing and development, validation, evaluation and revision, as well as model effectiveness test implementation. Overall, the expert judgment on validity model was very good including experts in instructional design, instructional content, and instructional media. Generally, the response of students was also very good regarding one to one learner, small group, as well as field trial on acceptance and utility model. The tryout result of effectiveness model shows that the average pretest score is 48,1666, posttest is 75,775, and the difference between those is 25,608. The value of tobserved is also higher than tcritical (15,42807>2,02268). It means that SAVI-based e-module for Arabic instruction at MTs is effective to improve students’ achievement.

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Kraiger, Kurt. "Transforming Our Models of Learning and Development: Web-Based Instruction as Enabler of Third-Generation Instruction." Industrial and Organizational Psychology 1, no. 4 (December 2008): 454–67. http://dx.doi.org/10.1111/j.1754-9434.2008.00086.x.

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In this paper, I suggest that our methods for how to train are based historically on what we understand learning to be. I briefly trace the history of instructional design models, which embody both first-generation objectivist and second-generation cognitive constructivist views of learning. I then suggest we are on the cusp of a third-generation instructional model, one that places greater emphasis on the learner forming understanding largely through a process of social negotiation, either in training or on the job. I argue that Web-based instruction offers a technology ideally suited to the social constructivist approach at the core of this third-generation model. I discuss the importance of interaction in learning and suggest why Web-based networked learning may result in more, not less, interaction during training. Finally, I discuss other applications of third-generation learning such as peer mentoring and professional forums.

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Lim, Cher Ping, and Ching Sing Chai. "Rethinking classroom-oriented instructional development models to mediate instructional planning in technology-enhanced learning environments." Teaching and Teacher Education 24, no. 8 (November 2008): 2002–13. http://dx.doi.org/10.1016/j.tate.2008.05.004.

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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.

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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.

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

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.

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Gawlik-Kobylinska, Małgorzata. "Reconciling ADDIE and Agile instructional design models—case study." New Trends and Issues Proceedings on Humanities and Social Sciences 5, no. 3 (December 28, 2018): 14–21. http://dx.doi.org/10.18844/prosoc.v5i3.3906.

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Using the model of analysis, design, development, implementation and evaluation (ADDIE) with regards to instructional design has become a prevalent practise among e-learning designers and developers. This model assumes assigning specific roles to project team members and their linear cooperation. However, in case of working in a dynamic and complex environment, the ADDIE model may evolve into more adaptive and people-oriented Agile instructional models. This article analyses a hybrid approach to the process of creating the e-learning course introduction to cultural awareness in specific situational context, which involves a small size of a project team and geographically dispersed project contributors. The case study reveals that a successful accomplishment of multinational projects, conducted in specific environments may require a hybrid approach; moreover, in such atypical projects good communication skills and personal qualities are crucial for goals’ achievement. The results of qualitative analysis may open further discussions on this topic. Keywords: ADDIE model, Agile model, e-learning course, instructional design.

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Wahyujati, Bertha Bintari. "STRATEGI PEMBELAJARAN PENDIDIKAN LUAR SEKOLAH." JIV 1, no. 1 (June 30, 2006): 91–98. http://dx.doi.org/10.21009/jiv.0101.11.

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Instructional strategy is one of important factors to achieve instructional objectives. The instructional strategy developed for a teaching and learning situation will be effective if instructional methods and models are appropriately selected. This article discusses some considerations upon the selection of appopriate instructional strategies and describes a case study in life skills training. The case proves the significant role of appropriate instructional strategies in achieving training objectives.

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박기용, Eun-shik Jung, and 박은영. "Design of Instructional Models for Underserved Science Gifted Students." Journal of Science Education 33, no. 2 (December 2009): 321–35. http://dx.doi.org/10.21796/jse.2009.33.2.321.

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