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1.
Monica W. Tracey 《Educational technology research and development : ETR & D》2009,57(4):553-571
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.
相似文献
Monica W. TraceyEmail: |
2.
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.
相似文献
Pascal W. M. Van GervenEmail: |
3.
Katy Campbell Richard A. Schwier Richard F. Kenny 《Educational technology research and development : ETR & D》2009,57(5):645-663
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.
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
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
4.
Theodore W. Frick Rajat Chadha Carol Watson Ying Wang Pamela Green 《Educational technology research and development : ETR & D》2009,57(5):705-720
Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process
(means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic
survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate
courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they
learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives,
and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers
can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do;
activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete
authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
Theodore Frick is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research. 相似文献
Pamela GreenEmail: |
Theodore Frick is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington. His current research interests include improvement of teaching and learning, simulations and games for understanding educational systems, and predicting patterns in educational systems. Rajat Chadha is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional systems technology, educational measurement, and statistics in educational research. Carol Watson is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at Indiana University Bloomington. Ying Wang is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional systems technology, educational inquiry methodology, and technology preparation for teachers. Pamela Green is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform research. 相似文献
5.
Fredrick D. Pociask Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399
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.
相似文献
Gary R. Morrison (Corresponding author)Email: |
6.
Most institutions of higher education allow students to drop or add courses in the first 2–3 weeks of each term (D&A). Arguing
that course cancellation is not merely an administrative issue involving enrollment trends but represents complex decision
making processes taken by students, this study investigated antecedents and correlates of course cancellation during a D&A
period in 109 elective courses. Student ratings of the teachers (SRT) and characteristics of the syllabi distributed in the
first class session were investigated as predictors of course cancellation. Rates of cancellation were significantly predicted
from SRT and from syllabus workload difficulty—lower quality teachers (SRT-based) and more difficult courses (syllabus-based)
being cancelled more frequently. Analysis of a sub-sample of truly elective, high-priority courses revealed that these correlations
were intensified in teacher-centered lecture courses, but nullified in student-centered seminar courses, in which students
write independent research papers. The importance of students’ course selection and course cancellation as decision making
processes, the methodology based on institutional data rather than students’ self-reports, and the unique effects of course
difficulty on students’ decisions were discussed.
相似文献
Elisha BabadEmail: |
7.
More than a conversation: using cogenerative dialogues in the professional development of high school chemistry teachers 总被引:1,自引:0,他引:1
Sonya N. Martin Kathryn Scantlebury 《Educational Assessment, Evaluation and Accountability》2009,21(2):119-136
This paper focuses on content-based and pedagogical instructors’ use of cogenerative dialogues to improve instructional practice
and to evaluate program effectiveness in a professional development program for high school chemistry teachers. We share our
research findings from using cogenerative dialogues as an evaluative tool for general assessment of various program-related
issues. We discuss how engaging students in cogenerative dialogues improved teaching and learning in chemistry and chemistry
education courses. This research provides insights and direction for improving content-based professional development programs
for science teachers and the learning experiences of high school science students. Cogenerative dialogue has the potential
to expand evaluation methodologies that will position participants more centrally in not only the collection of data, but
also the analysis of these data to catalyze transformative practices in educational programs.
相似文献
Sonya N. MartinEmail: |
8.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
Lisa R. LudvicoEmail: |
9.
Using Propensity Scores for Estimating Causal Effects: A Study in the Development of Moral Reasoning
The purpose of this study was to illustrate the use of propensity scores for creating comparison groups, partially controlling
for pretreatment course selection bias, and estimating the treatment effects of selected courses on the development of moral
reasoning in undergraduate students. Specifically, we used a sample of convenience for comparing differences in moral reasoning
development scores among students enrolled in intergroup dialogue, service learning, psychology and philosophy courses with
those of an introductory sociology course. Adopting a propensity score approach included reviewing the empirical literature
for its guidance in substantiating the reasons for including pretreatment variables (i.e., pretreatment course-taking behaviors,
race, sex, political identification, need for cognition, major, age, pretreatment moral reasoning scores) in our analysis,
measuring these variables, and reducing them into a single composite propensity score for each student in our analytic sample.
This score then served as the basis for creating a new comparison group and for allowing us to estimate unbiased (or less
biased) course-related treatment effects on moral reasoning development. Implications for higher education researchers are
discussed.
相似文献
Matthew J. Mayhew (Corresponding author)Email: |
10.
11.
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.
相似文献
Kadriye ErcikanEmail: |
12.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
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.
相似文献
Eric L. DeyEmail: |
13.
D. Michael Malone 《Early Childhood Education Journal》2008,36(1):47-56
The purpose of this paper is to present data demonstrating the potential efficacy of Personal Learning Plans (PLPs) as an
instructional tool in early childhood teacher preparation. One hundred and thirty-nine undergraduate students enrolled in
an introductory course offered within a unified early childhood education program over a period of four years completed preliminary
and final surveys including items on student background, efficacy of course methods, and student learning style and outcomes.
Data related to the PLP and other, more didactic, methods used in the target course are presented. A general conclusion that
can be drawn from these data is that students believed the PLP method to be no less effective than other methods relative
to some indicators and significantly more effective than other methods relative to other indicators. Results are discussed
in terms of self-efficacy theory.
相似文献
D. Michael MaloneEmail: |
14.
A Reconsideration of Cognitive Load Theory 总被引:6,自引:1,他引:5
Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for
instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals
some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable
because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates
these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes
that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered
both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on
implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes.
Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.
相似文献
Wolfgang SchnotzEmail: |
15.
Ji Shen Patrick C. Gibbons John F. Wiegers Ann P. McMahon 《Journal of Science Teacher Education》2007,18(3):431-459
We present a practical way of adapting and using four research-based assessments for different purposes in an electricity
and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific
conceptions as well as introducing teachers to materials and activities appropriate for their classrooms. Our data support
that using the research-based tests to identify alternative conceptions and discuss test results with teachers is a promising
way to use the knowledge of alternative conceptions in professional development. We also identify some mismatches between
the research of conceptual change and its use in programs of professional development.
相似文献
Ji ShenEmail: |
16.
Mei Kuin Lai Stuart McNaughton Helen Timperley Selena Hsiao 《Educational Assessment, Evaluation and Accountability》2009,21(1):81-100
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well
designed interventions, but there is little research into whether these gains can be sustained. The present study examines
the extent to which acceleration in achievement made during a three-year literacy intervention and the associated school-based
practices were continued. Statistical modelling showed continued acceleration in student achievement (four months in addition
to expected progress) at a rate similar to the intervention. The school-based practices associated with sustainability were
part of a process of change (rather than a specific instructional programme) comprising two dimensions — organisational learning
through ongoing inquiry into solving problems arising from teaching and learning and the development of professional learning
communities to promote organisational learning. Effectiveness was enhanced by schools embedding the process into their normal
school routines as part of a coherent instructional programme and the availability of expertise.
相似文献
Selena HsiaoEmail: |
17.
Program assessments are an essential part of the ongoing survival of teaching centers performed by faculty development personnel
at institutions of higher education. Little research is available to guide developers in performing these assessments. In
this article we describe assessments conducted at three Canadian universities and highlight the theoretical models used to
guide the process. Reflections on the strengths and challenges are discussed for each program assessment for the purpose of
assisting faculty developers in performing similar program assessments of their faculty development offices.
相似文献
Judy BritnellEmail: |
18.
Jason K. McDonald Andrew S. Gibbons 《Educational technology research and development : ETR & D》2009,57(3):377-392
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.
相似文献
Andrew S. GibbonsEmail: |
19.
Conceptual change: a discussion of theoretical, methodological and practical challenges for science education 总被引:2,自引:0,他引:2
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played
a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important
issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that
students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview
on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers
have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical
perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution
to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical
levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice.
However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change
of this practice will be a rather difficult and long-lasting process.
相似文献
Reinders DuitEmail: |
20.
Improving mathematics instruction through lesson study: a theoretical model and North American case 总被引:1,自引:0,他引:1
Catherine C. Lewis Rebecca R. Perry Jacqueline Hurd 《Journal of Mathematics Teacher Education》2009,12(4):285-304
This article presents a theoretical model of lesson study, an approach to instructional improvement that originated in Japan.
The theoretical model includes four lesson study features (investigation, planning, research lesson, and reflection) and three
pathways through which lesson study improves instruction: changes in teachers’ knowledge and beliefs; changes in professional
community; and changes in teaching–learning resources. The model thus suggests that development of teachers’ knowledge and
professional community (not just improved lesson plans) are instructional improvement mechanisms within lesson study. The
theoretical model is used to examine the “auditable trail” of data from a North American lesson study case, yielding evidence
that the lesson study work affected each of the three pathways. We argue that the case provides an “existence proof” of the
potential effectiveness of lesson study outside Japan. Limitations of the case are discussed, including (1) the nature of
data available from the “auditable trail” and (2) generalizability to other lesson study efforts.
相似文献
Catherine C. LewisEmail: |