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1.
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher learning.
Richard F. KennyEmail:
Katy Campbell   is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier   is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny   is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada.  相似文献   

2.
This paper presents a new technique of delivery of classes—an instructional technique which will no doubt revolutionize the teaching and learning, whether for on-campus, blended or online modules. This is based on the simple task of instructionally incorporating text-to-speech software embedded in the lecture slides that will simulate exactly the delivery of an intended lecture, assisted with teaching aids such videos, animations and music, as deemed necessary. The benefits of such an approach in the educational system of the University are multifold and can be categorized in three different axes namely pedagogical, administrative and financial. Our main interests in this article lie along the pedagogical benefits (which undoubtedly overlap to some extent into administrative and financial axis) that this technique will bring in the system. While it is obvious that the initial process does consume a reasonable amount of time and gradually reveals its own complexities, constraints and limitations as described in this paper, the approach does however provide considerable elements to bring a major re-definition of the overall teaching and learning framework at the University of Mauritius.
M. I. Santally (Corresponding author)Email:
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3.
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative to the live condition, with students also responding more positively to personalized video presentation.
Eric L. DeyEmail:
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4.
In educational research, characteristics of the learning environment are generally assessed by asking students to evaluate features of their lessons. The student ratings produced by this simple and efficient research strategy can be analysed from two different perspectives. At the individual level, they represent the individual student’s perception of the learning environment. Scores aggregated to the classroom level reflect perceptions of the shared learning environment, corrected for individual idiosyncrasies. This second approach is often pursued in studies on teaching quality and effectiveness, where student-level ratings are aggregated to the class level to obtain general information about the learning environment. Although this strategy is widely applied in educational research, neither the reliability of aggregated student ratings nor the within-group agreement between the students in a class has been subject to much investigation. The present study introduces and discusses different procedures that have been proposed in the field of organisational psychology to assess the reliability and agreement of students’ ratings of their instruction. The application of the proposed indexes is demonstrated by a reanalysis of student ratings of mathematics instruction obtained in the Third International Mathematics and Science Study (N = 2,064 students in 100 classes).
Jürgen BaumertEmail:
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5.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
Pascal W. M. Van GervenEmail:
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6.
We examined how self-regulated learning (SRL) and externally-facilitated self-regulated learning (ERL) differentially affected adolescents’ learning about the circulatory system while using hypermedia. A total of 128 middle-school and high school students with little prior knowledge of the topic were randomly assigned to either the SRL or ERL condition. Learners in the SRL condition regulated their own learning, while learners in the ERL condition had access to a human tutor who facilitated their self-regulated learning. We converged product (pretest-posttest shifts in students’ mental models and declarative knowledge measures) with process (think-aloud protocols) data to examine the effectiveness of self- versus externally-facilitated regulated learning. Findings revealed that learners in the ERL condition gained statistically significantly more declarative knowledge and that a greater number of participants in this condition displayed a more advanced mental model on the posttest. Verbal protocol data indicated that learners in the ERL condition regulated their learning by activating prior knowledge, engaging in several monitoring activities, deploying several effective strategies, and engaging in adaptive help-seeking. By contrast, learners in the SRL condition used ineffective strategies and engaged in fewer monitoring activities. Based on these findings, we present design principles for adaptive hypermedia learning environments, engineered to foster students’ self-regulated learning about complex and challenging science topics.
Roger AzevedoEmail:
Roger Azevedo   is an Associate Professor in the Department of Psychology at the University of Memphis. His research interests include the role of self-regulated learning about challenging science topics with open-ended learning environments and using computers as metacognitive tools for enhancing learning. Daniel C. Moos    is an Assistant Professor in the Department of Education at Gustavus Adolphus College. His research interests include the role of prior knowledge and motivation, and self-regulated learning with computer-based learning environments. Jeffrey A. Greene    is an Assistant Professor in the School of Education at University of North Carolina, Chapel Hill. His research interests include the epistemic and ontologic cognition, quantitative methods, cognition and learning, and self-regulated learning with computer-based learning environments. Fielding I. Winters    is a doctoral student in the Department of Human Development at the University of Maryland. Her research interests include students’ learning about science with computer-based learning environments. Jennifer G. Cromley    is an Assistant Professor in the Department of Psychological Studies in Education at Temple University. Her research interests include the reading comprehension, adolescent literacy, applied educational statistics and measurement, and self-regulated learning.  相似文献   

7.
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses, little is known about how online instructors give help in ways that lead to increased student help seeking and academic success. In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary data sources included all course postings by the instructors, interviews with the instructors, observational field notes on course discussions, student interviews, and final student grades. Archived course documents and student discussion postings were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics. This variation in teaching presence related to differences across the courses in student perceptions of support, student help seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research are offered.
Joan L. WhippEmail:
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8.
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned in conducting design and development research on model validation. The procedures and findings have implications for the processes involved in instructional design model validation through designer use and program implementation.
Monica W. TraceyEmail:
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9.
In this case study, we examine a teacher’s journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher’s reflections include an awareness of being “a White middle-class born and raised teacher teaching other peoples’ children.” This awareness was enacted in the science classroom and emerges through approaches to inquiry. Our interest in Ms. Cook’s journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook’s reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her “hegemonic (cultural and socio–economic) practices” and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.
Jennifer GoldbergEmail:
Jennifer Goldberg   is an assistant professor in the Graduate School of Education and Allied Professions at Fairfield University. She received her PhD in educational research methodology from the University of California, Los Angeles. Her teaching and research focuses on the importance of teaching for social justice and the relationship between identity, talk, and interaction on student opportunities for learning. Kate Muir Welsh   is an associate professor in the University of Wyoming’s College of Education. She received her PhD in education from the University of California, Los Angeles. Kate teaches math and science methods courses to pre-service and in-service elementary teachers and graduate courses on Action Research. Her research focuses on social justice teaching. She is also Chair of the University of Wyoming’s Shepard Symposium on Social Justice.  相似文献   

10.
This commentary first summarizes and discusses the analysis of the two translation processes described in the Oliveira, Colak, and Akerson article and the inferences these researchers make based on their research. In the second part of the commentary, we describe procedures and criteria used in adapting tests into different languages and how they may apply to adaptation of instructional materials. The authors provide a good theoretical analysis of what took place in two translation instances and make an important contribution by taking the first step in providing a systematic discussion of adaptation of instructional materials. Our discussion proposes procedures for adapting instructional materials for examining equivalence of source and target versions of adapted instructional materials. We highlight that many of the procedures and criteria used in examining comparability of educational tests is missing in this emerging research of area.
Kadriye ErcikanEmail:
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11.
Don Adams 《Prospects》2007,37(4):385-401
The increasing importance of schools and learning in the changing patterns of work and society is widely recognized. However, implementing and sustaining educational reforms pose major problems in all countries. This paper briefly: (1) summarizes conceptual trends in implementing educational change, (2) reviews the complexities of educational policy and the changing patterns of educational governance and management common to many countries, (3) discusses the evolving roles of researchers in this shifting environment, and (4) makes an argument for the utility of certain kinds of research and evaluation or what the author calls ‘little r,’ with particular attention directed toward the contribution of little r in developing schools as learning organizations.
Don AdamsEmail:
Don Adams   has held academic and administrative positions in a number of universities and research institutes. These include: Professor of Education, University of Pittsburgh, and Chairperson, Department of Administrative and Policy Studies, School of Education, University of Pittsburgh. His international experience is most extensive in Asia and the professional focus of his work has been in educational planning and policy, implementation, monitoring and evaluation systems, and sector assessments. He has written several books and over 100 articles, book chapters, monographs and reports related to international education. He is an advisory editor for The Asian Pacific Educational Review and the Korean Journal of Educational Policy. He is past president and Honorary Fellow of the Comparative and International Education Society.  相似文献   

12.
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.
Gary R. Morrison (Corresponding author)Email:
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13.
Over 100 years of learning and cognition research have had only modest cumulative impact on teaching, while many other practical domains such as agriculture have shown a steady growth in widely accepted, research-informed practices. Several reasons have been advanced for the painfully slow adoption of science-based instructional procedures. One important but not widely recognized obstacle is proposed here, namely, that the aims of fundamental learning and teaching research do not mesh well with the practical logic of schools. Basic learning research tends to focus on efficiency, i.e., how much can be learned from a given amount of effort or time but teaching efficiency is not a strong concern for schools. This is because they generally focus on global year-end results while the efforts required at the tactical lesson level are only loosely monitored. School administrators tend to reckon costs in terms of the number of engaged teachers and not in the difficulty of each teacher’s job. For these reasons, schools can be expected to have only nominal interests in science-informed, close management of tactical pedagogic units. Psychological work on labor saving possibilities, such as research-based instructive products, is more likely to be readily welcomed than improvements in lesson efficiency, especially in middle and high schools. Instructional enterprises in which the cost and the benefits of instruction are borne by the same agency, such as industrial training, are the most likely consumers of efficiency-related basic cognitive research.
Ernst Z. RothkopfEmail:
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14.
In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas student ratings are occasionally criticised as being undifferentiated and easily influenced by personal preferences, teacher reports are sometimes considered to be biased by self-serving strategies or teaching ideals. Instead of pitting one method against the other, our study aimed at establishing the specific value of each approach. The analyses draw on data from a German extension to the 2003 PISA assessment, in which 288 mathematics teachers and their students completed questionnaires using identical items to tap various aspects of instruction. Mean student ratings were computed for each class. Exploratory and confirmatory factor analyses revealed specific conceptual structures for student and teacher ratings, with teachers elaborating on the use of tasks and methods, and students focusing on their teacher’s support in personal and learning matters. Three shared dimensions were also established: occurrence of classroom management problems, degree of cognitive autonomy during lessons, and tempo of interaction. Teacher/student agreement on these dimensions varied across constructs, with considerable agreement on classroom management, low agreement on cognitive autonomy, and no significant agreement on whether or not the interaction tempo was appropriate. Accordingly, correlations with external criteria (student motivation, teacher motivation, mathematical achievement scores, and characteristics of the tasks set in class) also varied across constructs. We conclude that student and teacher ratings are best suited to tapping different aspects of the learning environment, and recommend that care be taken in choosing a data source appropriate for the construct to be measured.
Jürgen BaumertEmail:
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15.
This exploratory study examines the learning beliefs of high and low achieving, low-income Mexican-American students. Semi-structured interviews were conducted with 11 ninth grade students. The qualitative analysis shows that students’ perceptions of their teachers’ expectations of a “good” student or a “not so good” student did not differ along achievement lines. However, the students’ perceptions about what it means to be a good student differentiated the low-achievers from the high-achievers. This study’s findings may be used to inform educators about Mexican-American students’ orientation towards school and learning, in hopes for creating more equitable educational settings where all students achieve to their fullest potential.
Soung BaeEmail:
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16.
Aaron Benavot 《Prospects》2008,38(3):295-304
After briefly describing the emergence and evolution of the global movement toward Education for All (EFA), the Introduction discusses the difficulties of employing target goals to bring about significant policy change and educational transformation. The article then presents a comprehensive overview of the uneven progress towards EFA since 2000, both across regions and within countries, but also across the six goals themselves. The final section outlines the priority steps to be taken by international agencies, national governments, civil society and donors to support EFA in the years to come.
Aaron BenavotEmail:
Aaron Benavot (United States of America and Israel)   is Professor of Global Education Policy in the Department of Educational Administration and Policy Studies at the University at Albany-State University of New York. Previously, he served 4 years as Senior Policy Analyst on the Education for All Global Monitoring Report team at UNESCO headquarters in Paris. Benavot’s comparative research has explored the evolution of basic education—namely, educational expansion and compulsory schooling, the isomorphism of official curricular policies, the diversification of secondary education, school differences in curricular implementation, the changing status of vocational education and the growth of national learning assessments. He has also studied the impact of education on economic development and political democratization. Books he has co-authored or edited include: School knowledge for the masses (with J. Meyer and D. Kamens), Law and the shaping of public education (with D. Tyack and T. James), Global educational expansion: Historical legacies and political obstacles (with J. Resnik and J. Corrales) and School knowledge in comparative and historical perspective (with C. Braslavsky).  相似文献   

17.
In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.
Reinders DuitEmail:
David F. Treagust   is a professor of science education at Curtin University of Technology in Perth, Western Australia where he teaches courses in campus-based and international programs related to teaching and learning science. His research interests include understanding students’ ideas about science concepts and how these ideas relate to conceptual change, the design of curricula and teachers’ classroom practices. Reinders Duit   is a professor of physics education at the Leibniz Institute for Science Education (IPN) at the University of Kiel, the Central Institute for Science Education Research in Germany. A major concern of his work has been teaching and learning science from conceptual change perspectives. More recently, his work includes video-based studies on the practice of science instruction as well as teacher professional development.  相似文献   

18.
In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.
Andrew S. GibbonsEmail:
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19.
This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach, measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive, on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success of OLC as an imputed outcome.
Christopher HoadleyEmail:
Fengfeng Ke   is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley   is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning.  相似文献   

20.
Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve the HTA process. Three instructional designers from three different post-secondary institutions in the U.S. were selected for interviews. The interviews focused on three e-learning course development cases (one from each institution), and the participants were asked to articulate their underlying thoughts and principles for designing e-learning courses. Overall, the HTA process worked well in the sense that the study could elicit procedural steps and sub-steps involved in e-learning course development and heuristic knowledge with which the instructional designers performed each step. On the surface, the e-learning course development processes that the instructional designers used looked more alike than different, entailing major steps such as meeting with faculty, developing content, monitoring courses in progress, and debriefing the instructor and students. The underlying principles and knowledge that guided each instructional designer through the processes, however, were unique in that each instructional designer constructed her own heuristics to accommodate the myriad contextual factors that arose in her work setting. The study also discussed the challenge of identifying the simplest yet most representative e-learning course development case with multiple experts and suggestions for further improving the HTA process were also presented.
Ji-Yeon LeeEmail:
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