Journal articles on the topic 'Instructional Content Design'
To see the other types of publications on this topic, follow the link: Instructional Content Design.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Instructional Content Design.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Plungis, Joan. "Book Review: Creative Instructional Design: Practical Applications for Librarians." Reference & User Services Quarterly 57, no. 3 (March 16, 2018): 218. http://dx.doi.org/10.5860/rusq.57.3.6612.
Full textAbstract:
The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online content, programs, and outreach initiatives are increasingly critical to their success.
2
Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 56–69. http://dx.doi.org/10.24191/ajue.v15i3.06.
Full textAbstract:
This study examines the efficacy of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) which addresses instruction as an entire system, focusing on the inter-relationship between context, content, learning and instruction. Respondents from 130 Art and Design Education (ADE) group were gathered to analyse the TPSACK courseware. The courseware is designed with artistic skills practice for Arts students aimed at developing their artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming future art educator. The TPSACK courseware was evaluated using questionnaire with 5 point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. Significant findings revealed that the courseware include satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) may be an ideal model in providing an instructional framework for courseware development.
3
Anuar, Roslaili, Shahriman Zainal Abidin, and Wan Zamani Wan Zakaria. "THE DESIGN, DEVELOPMENT AND EVALUATION OF TPSACK COURSEWARE TO FACILITATE THE ART AND DESIGN EDUCATION STUDENTS ARTISTIC SKILLS KNOWLEDGE." Asian Journal of University Education 15, no. 3 (December 31, 2019): 69. http://dx.doi.org/10.24191/ajue.v15i3.7561.
Full textAbstract:
This study examines the effectiveness of the TPSACK courseware which was developed with artistic skills practice to discover the Technological, Pedagogical and Content Knowledge components in the design of the courseware. The courseware was developed based on Dick and Carey Instructional Design Model (2009) to address instruction as an entire system and focusing on the inter-relationship between various factors such as context, content, learning and instruction. A total of 130 respondents Art and Design Education (ADE) group were selected to analyse the TPSACK courseware. The courseware is aimed to develop the students’ artistic skills using technological assistance. The artistic skills included in the courseware are vital for students in preparation of becoming a future art educator. The TPSACK courseware was evaluated using questionnaire with a 5-point Likert scale comprising elements of interface design, content, artistic skills practice and the usability of the courseware. The findings revealed that the courseware indicated satisfactory and appropriate practices of artistic skills for Art students to improve their personal skills. Not only that, the study also suggests that the Dick and Carey Instructional model (2009) will be an ideal model to provide an instructional framework for courseware development.
4
Wasson, Barbara, and Paul A. Kirschner. "Learning Design: European Approaches." TechTrends 64, no. 6 (May 13, 2020): 815–27. http://dx.doi.org/10.1007/s11528-020-00498-0.
Full textAbstract:
Abstract Research on instructional and learning design is ‘booming’ in Europe, although there has been a move from a focus on content and the way to present it in a formal educational context (i.e., instruction), to a focus on complex learning, learning environments including the workplace, and access to learner data available in these environments. We even see the term ‘learning experience design’ (Neelen and Kirschner 2020) to describe the field. Furthermore, there is an effort to empower teachers (and even students) as designers of learning (including environments and new pedagogies), and to support their reflection on their own practice as part of their professional development (Hansen and Wasson 2016; Luckin et al. 2016; Wasson et al. 2016). While instructional design is an often heard term in the United States and refers to “translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith and Ragan 1999), Europe tends to lean more towards learning design as the key for providing efficient, effective, and enjoyable learning experiences. This is not a switch from an instructivist to a constructivist view nor from a teacher-centred to a student-centred paradigm. It is, rather, a different mind-set where the emphasis is on the goal (i.e., learning) rather than the approach (i.e., instruction). Designing learning opportunities in a technology enhanced world builds on theories of human learning and cognition, opportunities provided by technology, and principles of instructional design. New technology both expands and challenges some instructional design principles by opening up new opportunities for distance collaboration, intelligent tutoring and support, seamless and ubiquitous learning and assessment technologies, and tools for thinking and thought. In this article, the authors give an account of their own and other research related to instructional and learning design, highlight related European research, and point to future research directions.
5
Lochmiller, Chad R., and Kathleen M. W. Cunningham. "Leading learning in content areas." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1219–34. http://dx.doi.org/10.1108/ijem-03-2018-0094.
Full textAbstract:
Purpose The purpose of this paper is to report findings from a systematic literature review that explore how recent research on instructional leadership has addressed the role of mathematics and science instruction. Design/methodology/approach Using Hallinger’s (2014) approach to conducting systematic reviews, the review included 109 peer-reviewed articles published since 2008 in leading mathematics and science education journals. An a priori coding scheme based upon key leadership behaviors articulated in Hitt and Tucker’s (2016) unified leadership framework informed the analysis presented. Findings Results indicate that leaders support content area instruction by facilitating high-quality instructional experiences through curricular and assessment leadership. Leadership frequently involves establishing organizational conditions that support teachers’ efforts to improve their own practice instead of direct leadership action on the part of instructional leaders. This support takes different forms and can include distributing leadership to teacher leaders with content area experience as well as using resources strategically to provide professional development or instructional coaching. Originality/value The review strengthens the connections between the instructional leadership, mathematics and science literatures, and identifies some of the leadership practices that these literatures deem important for instructional improvement. The review also reveals the potential for future research exploring the influence of a particular content area on supervisory practice and leadership discourse.
6
Weiss, Margaret P., Anya S. Evmenova, Michael J. Kennedy, and Jodi M. Duke. "Creating Content Acquisition Podcasts (CAPs) for Vocabulary." Journal of Special Education Technology 31, no. 4 (October 24, 2016): 228–35. http://dx.doi.org/10.1177/0162643416673916.
Full textAbstract:
Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.
7
Cates, Ward Mitchell. "The Importance of Subject Matter Instructional Expertise in Research on the Effectiveness of Instructional Computer Programs." Journal of Educational Technology Systems 21, no. 4 (June 1993): 363–67. http://dx.doi.org/10.2190/lgwl-5g88-p57m-6flc.
Full textAbstract:
This article examines the importance of subject matter instructional expertise in the design of research studies on computer-based instruction. It considers the implications of shifts in instructional focus from associationism toward cognitivism and points out how difficult it is for most researchers to be experts in both computer-based instructional design and subject matter content instruction. The article suggests that researchers need to work closely with subject matter instructional experts and need to document in their presentations and research articles that they recognized and addressed the importance of subject matter instructional expertise.
8
Dreisiebner, Stefan. "Content and instructional design of MOOCs on information literacy." Information and Learning Sciences 120, no. 3/4 (March 11, 2019): 173–89. http://dx.doi.org/10.1108/ils-08-2018-0079.
Full textAbstract:
PurposeThis paper aims to uncover the current status of information literacy (IL) instruction through massive open online courses (MOOCs), comparing the content and instructional design of existing offers and showing avenues for future MOOCs.Design/methodology/approachAn extensive search for existing MOOCs on IL revealed 11 offers that are available for analysis. A content analysis is conducted to compare their content and instructional design. The category system is based on the IL standards and performance indicators of the Association of College and Research Libraries (2000), which has been supplemented with additional categories and an evaluation grid for MOOCs.FindingsThe results suggest first, that the topics covered by IL MOOCs differ widely. While some of the MOOCs mainly reflect the performance indicators suggested by the ACRL standards on IL from 2000, some other MOOCs focus on completely different topics such as fake news or internet security. Second, they show that MOOCs on IL tend not to emphasize subject-specific and country- or culture-specific contexts. Third, it shows that input-based teaching approaches dominate, while collaborative and interactive activities are only rarely used. Fourth, they allow drawing a possible connection between student engagement and design of the learning contents.Research limitations/implicationsThis work reflects the current status of IL facilitation through MOOCs. Further research is needed.Practical implicationsThe results confirm that MOOCs are a promising approach for developing IL skills and provide avenues for future MOOC projects, especially on IL.Originality/valueThis paper is one of few works to discuss IL facilitation through MOOCs.
9
Berge, Ph.D., Zane L. "Secret of Instructional Design Revisited." Frontiers in Education Technology 4, no. 4 (November 10, 2021): p26. http://dx.doi.org/10.22158/fet.v4n4p26.
Full textAbstract:
Improvements in technology, especially automation, robotics, and artificial intelligence have dramatically changed what people do in the workplace and how they do it. Technology advancements over the past 3 decades have reshaped demands in schooling and the workplace bringing on new challenges and opportunities. Employers need employees who are critical thinkers, communicators, collaborators, and creators to remain competitive and innovative. Educators recognize these abilities that learners must have to take advantage of the opportunities and face the challenges that are presented to them in the 21st century. As was the case 30 years ago, the same consistency is needed today among the four elements of instructional design: objectives, methods, content, and evaluation. There must also be integration of the instructional system with authentic, real-world performance. If these two critical aspects are not met the chances of obtaining the desired effectiveness of learning is not likely to be met. The Internet and cloud computing allow more rapid development of instruction for more efficient and affective learning. The pace of change also requires a greater emphasis on the iterative nature of evaluating the instructional design system.
10
Laksana, Dek Ngurah Laba, Yosefina Uge Lawe, Frumensia Ripo, Maria Oliva Bolo, and Tarsisius Donbosko Dua. "Lembar Kerja Siswa Berbasis Budaya Lokal Ngada Untuk Pembelajaran Tematik Siswa Sekolah Dasar." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 2 (February 17, 2020): 227–41. http://dx.doi.org/10.29407/jpdn.v5i2.13903.
Full textAbstract:
Recent instructions has been focusing on critical thinking skills by utilizing contextual learning resources. Therefore, this study was conducted by aiming at describing the quality of local culture-based students’ worksheet from the aspect of content, instructional design, instructional media, and the product users in accordance with the characteristics of primary school students. The integrated local culture-based worksheet was developed by using ADDIE model (analyze, design, development, implementation, and evaluation). The data collected n study were analyzed descriptive qualitatively. Further, this study produced a thematic students’ worksheet on three main topics. The perception of the expert of instructional content to the integrated local-culture based worksheet was also in excellent category. On the other hand, the perception of the expert of instructional design and instructional media were in good category. Lastly, the perception of the students as the product users was in excellent category. Thus, it can be concluded that the developed worksheet has been suited to the primary school students’ characteristics.
11
Silva Filho, Antonio Sabino, Sergio Roberto Silveira, Silvia Letícia Silva, and Umberto Corrêa. "Instructional Cues in Futsal Teaching, Coaching and Matches." Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity 8, no. 2 (May 1, 2022): 210–26. http://dx.doi.org/10.17979/sportis.2022.8.2.9024.
Full textAbstract:
This study investigated what are the verbal cues provided in futsal contexts of teaching-learning, training, and official matches, and what are their attentional foci. A cue refers is a short instruction that constrains the students/athletes to direct their attention to critical elements for successful performance. 1543 instructional cues were collected from Physical Education (PE) classes, futsal training sessions and futsal matches of an official championship. Data were analysed based on content analysis method and categorized through the Systematic Analysis of Pedagogical Content Interventions. Inferential analyses were run by the Trend Module (Trend Analysis and Multiple Comparisons) of PEPI software. The results showed that the category offensive technique (passing) was the one with the highest number of instructions in the classes, training and matches. It was also observed that rules and violations were similar between curricular classes and futsal training sessions. The findings allowed to verify (i) the primary cues physical education teachers and coaches provided, (ii) about which critical aspects they referred to and (iii) their specificity regarding the context specificity (classes, training and matches). The findings provide useful insights into the design of instructional tasks as the instructional cues allow students/athletes to gain knowledge about the learning task and to direct their attention to critical elements for successful performance.
12
Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (June 21, 2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.
Full textAbstract:
With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving among all learners. An additional benefit of using EDP as an instructional strategy is the focus on problem solving and the avoidance of one size fits all learning. Students actively engage in learning content (science, mathematics, literacy, social studies) as they collaboratively work together to solve societal and environmental problems. Knowledge is built as students progress through the challenges and content is provided on a need to know basis, thereby differentiating instruction based on learner needs and challenging gifted learners. In this article, the author provides four sample engineering challenges that can be used to create an integrated unit of study using the EDP as an instructional strategy.
13
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.
Full textAbstract:
<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>
14
Scruggs, Thomas E., and Margo A. Mastropieri. "Classroom Applications of Mnemonic Instruction: Acquisition, Maintenance, and Generalization." Exceptional Children 58, no. 3 (December 1991): 219–29. http://dx.doi.org/10.1177/001440299105800305.
Full textAbstract:
This investigation evaluated the effectiveness of classroom mnemonic instruction of science content, for 19 students with mild disabilities. Students were given either mnemonic instruction or more traditional instruction in a within-subjects design, in which treatment order was counterbalanced across classrooms, for each of two weekly units in life science. Following a third week of mnemonic instruction, students were taught to generate and draw their own mnemonic pictures. Results suggested that mnemonic instruction resulted in substantial increases in initial content acquisition, and substantially higher delayed-recall scores, over more traditional instructional procedures. Further, it was found that trained students were able to successfully generate and apply their own mnemonic strategies to novel content. Students overwhelmingly preferred mnemonic instruction over traditional instructional methods.
15
Morgado, Margarida. "Content, language and intercultural challenges in engineering education: (E-)strategies to improve instructional design." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 153–61. http://dx.doi.org/10.18844/prosoc.v4i8.3026.
Full textAbstract:
Intercultural, multilingual and culturally and academically diverse classrooms are a common reality in current higher education (HE) landscapes, as globalisation is effectively taking place in all major schools. Rethinking instructional design strategies that contribute to the overcoming of communication and cultural differences in both online and blended learning processes may help not only improve the development of more efficient online learning environments but also meet the challenges of current teaching and learning processes. Special focus will be put into engineering education through the medium of English and the training of engineering lecturers in HE through communities of practice (CoPs), which present, integrate and discuss how to integrate content and language (through what is known as the content and language integrated learning (CLIL) approach) as well as trends, challenges and opportunities related to recent technological developments on students’ learning ourcomes. The desciption of the pedagogical training shared through a CoP describes E-strategies to improve instructional design in engineering courses in online learning environments when English is used as a medium of instruction and integrated with content in a CLIL approach. Keywords: Higher education, CLIL/ICLHE, English Lingua Franca, instructional E-design, online learning environments, training of engineering teachers.
16
Duchastel, Philippe. "Learning Environment Design." Journal of Educational Technology Systems 22, no. 3 (March 1994): 225–33. http://dx.doi.org/10.2190/ekxu-3nqt-y0kb-yf27.
Full textAbstract:
Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.
17
Fargo McKinnon, Laura, and Kris S. Helge. "Copyright, open access and library instruction." Library Hi Tech News 31, no. 10 (November 25, 2014): 13–16. http://dx.doi.org/10.1108/lhtn-07-2014-0064.
Full textAbstract:
Purpose – The purpose of this article is to provide a general review of the concepts of copyright and open access as they relate to library instruction. The authors provide instructional advice to librarians on these topics. Design/methodology/approach – The authors approach the topic from a descriptive and instructional stance. General research on the topics listed above was conducted and is presented as an overview. Findings – The authors discuss the basics of copyright law, Creative Commons licenses, open access resources and copyright considerations specific to using music in instruction. Originality/value – This article includes useful tips and resources for instructional librarians, such as where to find open access or Creative Commons content. It is of value to any librarian that utilizes other entities’ content in the course of instruction.
18
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.
Full textAbstract:
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.
19
Pendell, Kimberly, and Annie Armstrong. "Psychology guides and information literacy." Reference Services Review 42, no. 2 (June 3, 2014): 293–304. http://dx.doi.org/10.1108/rsr-10-2013-0052.
Full textAbstract:
Purpose – This study aims to provide an understanding of current practice and informs the further development of guides as key instructional tools. To assess the existing landscape of research guides as instructional tools, researchers examined the instructional content and associated media formats of online psychology research guides. Design/methodology/approach – Researchers devised an instrument utilizing Standard Two of the Association of College and Research Libraries’ (ACRL’s) Psychology Information Literacy Standards and inventoried the instructional content and associated media formats of a sample set of 36 psychology research guides. Findings – Although online research guides offer a platform for presenting instructional content in myriad formats, it was found that the sample set of psychology research guides rarely incorporated instructional content. Research limitations/implications – Psychology course guides were not part of the sample set; it is possible that guide authors approach the addition of instructional content in course guides differently than in general psychology subject guides. Practical implications – This paper provides an overview of how libraries are, or are not, using research guides as part of their instruction program. The researchers propose a framework for adding instructional content to psychology guides using Standard Two. Originality/value – Considering the ubiquity of online research guides on academic library Web sites, little research on the existing integration of instructional content into guides has been published. This study offers a snapshot of current guide practice and proposes a practical, systematic and unique model for aligning information literacy standards with guide content areas which has not been proposed elsewhere.
20
Solikhah, Imroatus. "INSTRUCTIONAL DESIGN IN ENGLISH LESSON PLANS." LINGUA: Journal of Language, Literature and Teaching 11, no. 1 (April 3, 2016): 33. http://dx.doi.org/10.30957/lingua.v11i1.19.
Full textAbstract:
The objectives of this study are to describe how indicators, learning objectives and teaching materials are stated in English lesson plans for Elementary School Students based on the criteria of instructional designs using School-Based Curriculum. Five English lesson plans available online are analyzed in this study using content analysis design. The results show that statements of indicators and learning objectives are not matched with the criteria of good instructional design. In addition, learning objectives do not indicate actual teaching materials and action verbs to indicate measurable teaching-learning outcomes do not match to each other.
21
Yang, Chia-Shing, and David M. Moore. "Designing Hypermedia Systems for Instruction." Journal of Educational Technology Systems 24, no. 1 (September 1995): 3–30. http://dx.doi.org/10.2190/476c-l2jf-g4et-vvax.
Full textAbstract:
In recent years, hypermedia has been widely adopted in education. However, negative effects have been reported. There is not much “instruction” in existing hypermedia systems. Also, most hypermedia designs are based on the capabilities of technology, not on instructional theories or research Findings. This article explored the principles and theories relevant to the design of effective hypermedia courseware. The micro-design, which concerns the designing of discrete screens, discussed guidelines in five categories: information formats, language usages, highlighting techniques, operating directions, and screen layouts. The macro-design, which addresses the interrelationships of screens, explored the content organization and presentation flow of hypermedia systems. Finally, a courseware template and a real product were constructed to exemplify the designing principles of “instructional” hypermedia systems.
22
Halupa, Colleen. "Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses." International Journal of Higher Education 8, no. 1 (January 15, 2019): 55. http://dx.doi.org/10.5430/ijhe.v8n1p55.
Full textAbstract:
Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.
23
Harniss, Mark K., Keith L. Hollenbeck, Donald B. Crawford, and Douglas Carnine. "Content Organization and Instructional Design Issues in the Development of History Texts." Learning Disability Quarterly 17, no. 3 (August 1994): 235–48. http://dx.doi.org/10.2307/1511076.
Full textAbstract:
Designing effective content area texts requires attention to both organization of the content and the instructional strategies used to highlight important information. Content should be organized to show relationships among factual information, concepts, rules, and organizational structures at both the lesson and the curricular level. Instructional strategies should be organized to highlight, integrate, and apply critical concepts and to provide cumulative review of those concepts across the curriculum.
24
Rosales-Asensio, Enrique. "The effects of contextual factors on Universitario lecturer's performance." Contemporary Educational Researches Journal 10, no. 2 (June 26, 2020): 60–67. http://dx.doi.org/10.18844/cerj.v10i2.4731.
Full textAbstract:
The purpose of this paper is to identify the set of conditions of the instructional context that lecturers take into account in the design of university teaching. The main results show the existence of six relevant instructional conditions, which we have named: a) Content, subject, lecturers and students; b) Teaching innovation and educational resources; c) Course design; d) Attitude of students; e) Characteristics of students and f) Lecturer-subject relationship. We conclude by evaluating the contributions made by the paper to the available knowledge of the subject and pointing out some challenges for future research.
Keywords: Basic knowledge for teaching, conditions of teaching, instructional design
Keywords: Conditions of teaching, basic knowledge for teaching, instructional design.
25
Getahun, Bekele Sarah, Odundo Paul Amollo, Mwangi John Kamau, and Ganira Khavugwi Lilian. "Instructional Content and Quality of Business Studies Textbook in Secondary School in Kenya." International Journal of Educational Technology and Learning 12, no. 1 (February 18, 2022): 1–9. http://dx.doi.org/10.55217/101.v12i1.498.
Full textAbstract:
Adequately planned business studies textbook promotes effective independent learning among learners yielding achievement of learning outcome for sustained academic results. Business textbook represents potentially implemented curriculum as its vehicle through which intended content of curriculum is availed to learner encouraging actualization of learning objectives. However, instructional information that does not facilitate realization of specific objectives may limit knowledge construction degrading learner’s mean score in business studies. The study adopted exploratory research design through quantitative and qualitative approach to data collection and analysis. Counts, percentages, means, standard deviations, Chi square tests and content analysis were used for data analysis. Cross tabulation results indicated that instructional content significantly influence quality of textbook implying that appropriate instructional information supports achievement of learning for prolonged learning experience. Further analysis showed that presentation style, learner cognition and visual representation influence quality of instruction content encouraging learning. Therefore, it is recommended that educational material incorporated in business textbook be relevant to learner cognition to accelerate learning.
26
Savic, Goran, Milan Segedinac, and Zora Konjovic. "Automatic generation of E-Courses based on explicit representation of instructional design." Computer Science and Information Systems 9, no. 2 (2012): 839–69. http://dx.doi.org/10.2298/csis110615005s.
Full textAbstract:
This paper presents the system for automatic generation of IMS LD compliant E-Course from three components: machine readable explicit representation of instructional design, ontology of learning goals, and IMS Content Packaging compliant learning resources. For the explicit representation of instructional design, we have created a new domain-specific language named ELIDL which is aimed primarily at assistance to implementation of various pedagogical approaches in the course. Using ELIDL a teacher defines instructional design template which is one of the input parameters for the course generation. The system is verified by generating examples of the six different instructional designs for the Web Programming e-course via templates written in ELIDL.
27
Chamberlin, Barbara, Jesús Trespalacios, and Rachel Gallagher. "The Learning Games Design Model." International Journal of Game-Based Learning 2, no. 3 (July 2012): 87–110. http://dx.doi.org/10.4018/ijgbl.2012070106.
Full textAbstract:
Instructional designers in the Learning Games Lab at New Mexico State University have developed a specific approach for the creation of educational games, one that has been used successfully in over 20 instructional design projects and is extensible to other developers. Using this approach, game developers and content experts (a) work collaboratively to ensure educational goals and outcomes are appropriate for the learner and the learning environment, (b) immerse themselves’ in both content and game design, and (c) test extensively throughout development with members of the target audience. The authors describe the model, discuss the implications of this approach for the creation of effective educational games, and share case studies based on the design model in practice.
28
Renirie, Rebecca Hill. "Instruction through virtual reference: mapping the ACRL framework." Reference Services Review 48, no. 2 (January 10, 2020): 243–57. http://dx.doi.org/10.1108/rsr-09-2019-0060.
Full textAbstract:
Purpose The purpose of this study is to examine teaching intent of information literacy threshold concepts via asynchronous reference transactions. Instructional content in academic librarians’ replies to research requests are analyzed for and mapped to threshold concepts contained in the Association of College and Research Libraries (ACRL) framework. Design/methodology/approach The author mapped the instructional content of a research request reply template to the content of the ACRL framework, then took a random sample of research requests using the template during the calendar year 2016. Additional instructional content provided in the sample replies was also mapped to the framework. Findings In providing written instruction for students to create searches from keywords and search subject-specific databases, every frame is at least partially addressed in the template except Scholarship as Conversation. However, individual librarians adapt the template to teach as needed and there are examples in this case study of teaching aspects of all six frames asynchronously. Practical implications This study provides support for librarians to teach the threshold concepts of the ACRL framework asynchronously at the point of need during virtual reference, and the effective use of a research reply template to accomplish this instruction. Originality/value Few recent studies examine instructional intent in asynchronous/email reference. This study examines teaching the ACRL framework via reference rather than instructional sessions. A portion of this research was presented as a poster at the 2017 ACRL Conference in Baltimore, Maryland.
29
Baturay, Meltem Huri, and Murat Birtane. "Responsive Web Design: A New Type of Design for Web-based Instructional Content." Procedia - Social and Behavioral Sciences 106 (December 2013): 2275–79. http://dx.doi.org/10.1016/j.sbspro.2013.12.259.
Full text
30
Zhou, Ling. "The Application of Information Instructional Design in Graduate Courses Teaching." Applied Mechanics and Materials 707 (December 2014): 445–49. http://dx.doi.org/10.4028/www.scientific.net/amm.707.445.
Full textAbstract:
With the increasing popularity of network technology and communication technology, networks are gradually penetrated into the field of education, breaking the time, space and geographical constraints, to achieve a high degree of sharing of teaching resources. Information instructional design rooted in the practical application of instructional design. In the course of postgraduate training, to encourage teachers to apply information technology instructional design, not only to meet the needs of graduate professional knowledge content independent learning and collaborative learning, but also to give students a useful design tool, to deepen the understanding of teaching content. Finding and solving problems in the process of gradually develop their practical ability to innovate.
31
Cordova, Williza, and Joji Linaugo. "Pedagogical Content Knowledge Practices of Public School Science Teachers." Technium Social Sciences Journal 37 (November 9, 2022): 37–50. http://dx.doi.org/10.47577/tssj.v37i1.7584.
Full textAbstract:
Abstract. Pedagogical Content Knowledge (PCK) is used to determine the development of pedagogical and disciplinary science teachers; knowledge over time. Hence, investigating the extent of PCK practice is essential as it predicts how teachers carry out instructions. The study determined science teachers’ extent of PCK practice in public schools in a medium-sized division in Central Philippines in the areas of Subject Matter Knowledge (SMK), Instructional Representation Strategies (IRS), Instructional Objective and Context (IOC), and Knowledge of Students’ Understanding (KSU) using the descriptive-comparative research design. Using a researcher-modified questionnaire, the study was conducted to 208 respondents who were identified through stratified random sampling. The findings revealed that the extent of PCK practice is very great. A significant difference exists in the extent of PCK practice in terms of SMK and IOC when teachers are grouped according to age, grade level taught, and length of teaching service. Likewise, there is a significant difference in the extent of PCK practice in terms of KSU when respondents are grouped according to the grade level taught. This means that although female doctorate degree elementary teachers with longer teaching experience perform better, all science teachers, have a very great subject matter mastery, effective instructional delivery, context and objectives, and processing and evaluation of students’ knowledge.
32
Sasmito, Tangsi. "Pengembangan ‘Cyeber’ Berbasis Website Pembelajaran Ilmu Pengetahuan Alam Sekolah Dasar." Teknodika 15, no. 1 (March 15, 2017): 54. http://dx.doi.org/10.20961/teknodika.v15i1.34934.
Full textAbstract:
<p>The aims of this research are: (1) to develope instructional multimedia for Science instruction for the grade six students of elementary schools; (2) to investigate aspects the quality of the developed instructional basic website ‘cyeber’ for Science instruction.The respondents of the try-out in this research consisted of one media expert, one subject matter expert, three students for One-To-One try-out, 12 students for the Small-Group Try-Out, and 30 students for the Field Try-Out. The data collected in this research included the evaluation data from the subject matter<br />expert, the evaluation data from the media expert, and data from the students on the aspects of content, instruction, and media. The data were collected using an evaluation sheet, questionnaire, Pretest and Postest to reveal the effectiveness of the product implementation. The data were analyzed using the statistic descriptive technique. The findings suggest that: (1) the product of the development of the instructional basic website ‘Cyeber’ for Science instruction in the grade six of elementary schools is interactif; (2) the model was developed through steps consisting of analysis, design, production, and evaluation stages; (3) viewed from<br />the content, instruction, and media aspects the quality of the developed instructional basic website ‘Cyeber’ was very good with average score of 4.40 for the content, 4.39 for the instruction aspect, and 4.48 for the media aspect. The effeciveness of the developed instruction multimedia was indicated by difference in the students’ average scores in the pretest (M=45.30) and the postest (M=73.19). The percentage of students who master the learning material after using the developed instructional multimedia was 85.11%</p>
33
Elias, Tanya. "Universal instructional design principles for mobile learning." International Review of Research in Open and Distributed Learning 12, no. 2 (February 28, 2011): 143. http://dx.doi.org/10.19173/irrodl.v12i2.965.
Full textAbstract:
The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.
34
Schultz, Jennifer L., and Jeanne L. Higbee. "Implementing Integrated Multicultural Instructional Design In Management Education." American Journal of Business Education (AJBE) 4, no. 12 (November 22, 2011): 13–22. http://dx.doi.org/10.19030/ajbe.v4i12.6609.
Full textAbstract:
This purpose of this paper is to summarize the principles of integrated multicultural instructional design (IMID; Higbee, Goff, & Schultz, in press; Higbee, Schultz, & Goff, 2010) and present specific strategies for incorporating IMID in management education. The primary goal of IMID is to promote the integration of multicultural content and diverse teaching and learning strategies in postsecondary curricula, programs, courses, and academic support services. Results of a pilot project will be presented that include student evaluations of faculty teaching methods; inclusion of multicultural course content; strategies for the assessment of learning; and commitment to diversity, multiculturalism, and social justice when IMID is embedded in the curriculum. This paper also includes a discussion of andragogy related to multicultural strategies and the creation of inclusive learning environments in collegiate management education.
35
Boston, Melissa D., Erin C. Henrick, Lynsey K. Gibbons, Dan Berebitsky, and Glenn T. Colby. "Investigating How to Support Principals as Instructional Leaders in Mathematics." Journal of Research on Leadership Education 12, no. 3 (March 30, 2016): 183–214. http://dx.doi.org/10.1177/1942775116640254.
Full textAbstract:
We present a framework for considering principals’ knowledge and actions to support high-quality instruction in a specific content area (mathematics). Using design research, we engaged principals in professional development and assessed principals’ ability to identify aspects of high-quality mathematical tasks and instruction through pre–post task sort analyses and classroom video analyses. Significant differences occurred in principals’ identification of high-quality mathematics tasks and instruction, students’ thinking, and teachers’ actions. Subsequent data identified changes in principals’ feedback to mathematics teachers; however, this change was not sustained in following years. We hypothesize necessary conditions for supporting principals as instructional leaders in specific content areas.
36
Assink, Egbert, and Jan Van Der Linden. "Computer Controlled Spelling Instruction: A Case Study in Courseware Design." Journal of Educational Computing Research 9, no. 1 (February 1993): 17–28. http://dx.doi.org/10.2190/ct2y-q5c9-02h5-vw7q.
Full textAbstract:
The research project “Feedback Processes in Computer Managed Spelling Instruction” was aimed at developing and testing an instructional software program for teaching the orthography of Dutch verbs. The main focus of this article is on how to design an optimal learning environment. The design of human-computer interaction is highlighted from a number of respects: the sequencing of the learning content, the presentation of information on the screen, and the format of student input and feedback. The program consists of seven instructional modules. In each module, a specific grammatical operation, such as grammatical tense, person, number or voice, is highlighted. The effectiveness of the courseware was tested in a field experiment. Two versions of the program, a Standard Version and a Flexible Version, were compared, taking account of individual differences in spelling ability and motivation variables. Results with both versions are reported.
37
Susantini, Endang, Suyatno, Wasis, Haniza H. M. Zain, and Mohamad T. Borhan. "Developing an Assessment-Link Mobile Application: A Catalyst for Pre-service Biology Teachers to Analyse Cognitive Test." E3S Web of Conferences 328 (2021): 04008. http://dx.doi.org/10.1051/e3sconf/202132804008.
Full textAbstract:
This study aimed to develop a valid android-based Assessment-Link application to help pre-service biology teachers practice skills of biology cognitive test questions based on Revised Bloom’s Taxonomy. The development procedure of the application used Kemp, Morrison, and Ross’ instructional design consisting of nine stages namely instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. In this study, there were six biology learning assessment experts from Indonesia and Malaysia universities involved in assessing the quality of the Assessment-Link application. The application quality assessment was carried out on three aspects including content, design, and engagement. This result was in a form of an Assessment-Link application product that contained several features namely tutorial, introductory menus, Revised Bloom’s Taxonomy materials, materials of criteria and how to write good test questions, exploration, interactive quiz, and task. The validity test result showed that all aspects of the assessment were in a very good category. Therefore, the Assessment-Link application developed was valid and able to be used to prepare pre-service biology teachers in analysing biology test questions based on Revised Bloom’s Taxonomy.
38
Zhang, Li Li, Jian Feng Cheng, Jin Liang An, Shuang Feng Wei, and Ji Ping Jiang. "The Current Study of China’s IT-Based Instructional Design." Advanced Materials Research 271-273 (July 2011): 1528–31. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1528.
Full textAbstract:
This document studied the papers in 2001-2010 for finding the hot spots and weak spots. By using content analysis method, this document found the characteristics of the research by analysising research content, research methods and the author’s affiliation, such as the study of concrete discipline design in classroom is the hot sport. The document also found the weak spots of the study, all these will provide for the follow-up study of theories.
39
Usó-Juan, Esther. "Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty." Language Teaching Research 26, no. 2 (January 7, 2022): 213–37. http://dx.doi.org/10.1177/13621688211066997.
Full textAbstract:
This study used a pre-test post-test research design to investigate the role of explicit strategy instruction on Spanish English as a foreign language (EFL) learners’ ability to write authentic email requests to faculty. Drawing on Taguchi’s (2018) classification of pragmatics learning strategies, the instructional intervention followed a strategy-based approach to help learners understand the form–function–context mapping of email requests in the academic context. A total of 110 naturally occurring email requests for action addressed to three faculty members were collected at two different times: as a pre-test (i.e. before engaging learners in the instructional period), and as a post-test (i.e. after learners’ participation in the treatment sessions). Learners’ email messages were analysed considering both their appropriateness of use as well the frequency of utilization of different structural (i.e. subject line, openings and closings) and content components (i.e. request strategies and internal request modifiers). Results showed that strategy instruction helped learners write more appropriate email requests after the instructional period. The findings suggest that arming learners with a variety of strategic tools may lead to pragmatic development in actual language use.
40
Min Jie, Chen, Goh Hock Seng, Soo Ruey Shing, Yin Guo Jie, Raja Nor Safinas Raja Harun, and Charanjit Kaur Swaran Singh. "Identification of Content Knowledge Required for Chinese Pre-service EFL Teachers to Teach Phonics." World Journal of English Language 12, no. 8 (October 17, 2022): 219. http://dx.doi.org/10.5430/wjel.v12n8p219.
Full textAbstract:
Empirical studies have shown that pre-service EFL teachers were not well prepared to teach phonics because they lacked a phonics instructional guide. To develop the guide, the required knowledge should include reference to a needs assessment at the initial stage of instructional design. This study aimed to identify the required knowledge with which pre-service EFL teachers can teach phonics. A survey was issued to 146 school EFL teachers who were appointed as practicum supervisors from five full-fledged schools, a focus group discussion was held among 7 EFL group directors, and a focus group discussion was conducted among 5 teacher educators. The results revealed that 7 knowledge dimensions generalised from the literature were consolidated as required knowledge, including i) phonics-related knowledge; ii) decoding rules; iii) phonics instruction approaches; iv) sight words instruction; v) sound system knowledge; vi) phonemic awareness; and vii) rule-maintenance approach. Three new findings also emerged. First, a knowledge discrepancy was identified in understanding the National English Curriculum. Second, further investigation is needed into the Curriculum Design and Study of the Curriculum and Textbooks courses in teacher preparation program. The third is the suggestion to include curriculum design and lesson planning within the knowledge required by EFL group directors, through which enlightened educators include lesson plans in the phonics instruction approaches section in the guide. Most importantly, the identified required knowledge would provide the prerequisites for investigating pre-service EFL teachers’ present knowledge and their desired changes needed to develop a guide that prepares them to teach phonics.
41
Boudah, Daniel J., Jean B. Schumacher, and Donald D. Deshler. "Collaborative Instruction: Is it an Effective Option for Inclusion in Secondary Classrooms?" Learning Disability Quarterly 20, no. 4 (November 1997): 293–316. http://dx.doi.org/10.2307/1511227.
Full textAbstract:
Through the use of a four-part experimental design, this study examined the effects of a collaborative instructional model in inclusive secondary classes in which students with mild disabilities and low-achieving students were enrolled. Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, student engagement, student use of four strategic skills, and student performance on content tests. After receiving training in the model, teachers' mediation of student learning and their involvement in instructional roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instruction in inclusive secondary classes need to be reexamined. Study findings have implications for educational policy, teacher training, and classroom practice.
42
Karakus, Memet, and Melis Yesilpinar Uyar. "The Implementation and Evaluation of an Instructional Design Based on the Interdisciplinary Approach: Conscious Consumer Education." Journal of Education and Learning 7, no. 2 (December 21, 2017): 65. http://dx.doi.org/10.5539/jel.v7n2p65.
Full textAbstract:
The aim of this study was to implement and evaluate the instructional design prepared as consumer-oriented and based upon interdisciplinary curriculum. In this study, case study approach, which is one of the qualitative research patterns, was employed. Observations, interviews and document analysis were used to collect data. For analyzing the data, inductive and deductive content analysis methods in the scope of the content analysis were used in combination. Consequently, it was indicated that instructional design which was developed with an interdisciplinary approach contributed to gain interdisciplinary knowledge and skills and develop consumer consciousness. In the light of these results we may conclude that this design is implementable. However, it was clear that the students had difficulties in points such as performing mathematical operations and expressing warrants. These situations made the implementation process more difficult. These results will contribute to the development of various approaches in mathematics instruction and the diversification of the implementations regarding mathematics use in real life.
43
Liaupsin, Carl J. "The Comprehensive Evaluation of a Self-Instructional Program on Functional Behavioral Assessment." Journal of Special Education Technology 17, no. 3 (June 2002): 5–25. http://dx.doi.org/10.1177/016264340201700301.
Full textAbstract:
Computer assisted instruction has been used to teach a variety of skills to persons who work with school-age children. However, with few exceptions, the computer-based instructional materials that have been developed to provide training for school professionals have not been subjected to comprehensive empirical validation. More comprehensive evaluations can provide information regarding the validity of content, the quality of design, the perceptions of users, and the barriers that might be encountered when implementing professional development software. The purpose of this study was to conduct a comprehensive evaluation of a computer-based self-instructional program on functional behavioral assessment. This article describes a study that evaluated a self-instructional tutorial on functional behavioral assessment using a comprehensive model of evaluation. The model included the evaluation of (a) content, design, and organizational acceptance, (b) effectiveness of the training, (c) the perceptions of users, and (d) difficulties encountered during implementation. The article discusses the results of the evaluation, presents implications for researchers and software developers, and concludes with suggestions for future research.
44
Aimacaña, C., D. Pástor, G. Arcos-Medina, B. Vaca, and A. Oñate. "Instructional Design Methodological Proposal for the Training of Online Content Tutors." KnE Engineering 3, no. 9 (December 27, 2018): 204. http://dx.doi.org/10.18502/keg.v3i9.3656.
Full text
45
Melo, Brena Carvalho Pinto de, Ana Rodrigues Falbo, Patricia Gomes de Mattos Bezerra, and Leila Katz. "Perspectivas sobre o uso das diretrizes de desenho instrucional para a simulação na saúde: revisão da literatura." Scientia Medica 28, no. 1 (February 27, 2018): 28852. http://dx.doi.org/10.15448/1980-6108.2018.1.28852.
Full textAbstract:
AIMS: This article had two main objectives: to present a brief summary of introductory cognitive concepts on learning and instruction for simulation, including instructional design guidelines; and provide an overview of the current available evidence on the instructional perspectives on healthcare simulation training effectiveness, in particular with regards to simulation formats, fidelity and simulation site.METHODS: We searched for articles at MEDLINE/PubMed, Embase, Cochrane, ERIC, LILACS and SciELO databases, using the keywords "instructional design guidelines", "healthcare simulation", "simulation training", "simulation effectiveness", "complex learning", and "transfer of learning". No specific beginning date of publication was specified and last date of search was September 19th 2017. All articles in English and Portuguese were considered for inclusion with no specific exclusion criteria. A few articles were purposefully selected in search of introductory concepts on learning and instruction.RESULTS: Our search retrieved 3196 articles in the different databases. After preliminary title, abstract and content analysis, we selected 56 articles. Additionally, nine traditional articles and one book were included to present the best available evidence, reviews, reflections and critiques on simulation instructional perspectives, resulting in 66 references consulted in detail for this review.CONCLUSIONS: Simulation offers the opportunity for active learning for health professionals by providing a complex learning environment with integration of knowledge, skills and attitudes. With potential impact on the different levels of learning, behavior and results, special attention should be given to the instructional format of the simulation. Among the instructional design guidelines, authenticity stands out as one of the elements of fundamental relevance for learning. Other instructional elements, such as increasing complexity, proper training location, debriefing, self-assessment opportunity, and other forms of assessment, also have positive influence and should be used in planning different simulation instructional designs.
46
Liu, Eric Zhi Feng. "Avoiding Internet Addiction when Integrating Digital Games into Teaching." Social Behavior and Personality: an international journal 39, no. 10 (November 1, 2011): 1325–35. http://dx.doi.org/10.2224/sbp.2011.39.10.1325.
Full textAbstract:
The aim in this study was to integrate the flow experience and instructional design by incorporating digital games into the school curriculum using the following 7 principles: 1) analyze learners, 2) set clear teaching objectives and select appropriate gaming materials, 3) design teaching instructions according to teaching objectives and game content, 4) consider teaching as the primary goal and use games as supplementary tools, 5) make good use of the characteristics of computer games, 6) place students at the center of the process and help them enjoy studying, and 7) periodically assess students' learning and constantly improve teaching. Ultimately, digital games in which appropriate instructional design principles are incorporated will facilitate the development of educational digital games and related investments.
47
Amida, Ademola, Isaac Chang, and David Yearwood. "Designing a practical lab-based assessment: a case study." Journal of Engineering, Design and Technology 18, no. 3 (November 16, 2019): 567–81. http://dx.doi.org/10.1108/jedt-08-2019-0194.
Full textAbstract:
Purpose This paper aims to present the finding of a practical lab assessment used to evaluate students’ mastery of Ohm’s law. The researchers used an approach combining different instruction types and lab formats to examine whether this combination produced a unique effect on students’ performance. This multifaceted approach provided evidence about how assessment design could affect students’ lab performance. The study also discussed various strategies that could guide instructors and curriculum designers about how to incorporate lab tasks into their curriculum to facilitate students’ mastery of subject content. Design/methodology/approach This study was a quantitative experiment that used a factorial repeated measures design. The design allowed the researchers to measure participants’ task scores and time across different treatment conditions, hence enabling the effects of lab format and instructional type to be observed. All participants were recruited through the convenience sampling strategy. Findings The results suggested that there was a statistically significant difference in the time taken to complete the task. However, no statistically significant difference was recorded in the participants’ task scores. Overall, it appeared that participants performed better in the simulation-based labs with expository instructions. Originality/value The current study contributes to the body of knowledge on the effect of lab format and instructional type on students’ performance in lab-based assessments. The results presented here may also help instructors to determine the most appropriate form of lab formats and instruction types to be used in an electronics course.
48
Mamolo, Leo Aldamia. "Students' evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app." Advances in Mobile Learning Educational Research 2, no. 2 (2022): 375–88. http://dx.doi.org/10.25082/amler.2022.02.006.
Full textAbstract:
Mobile phones are prevalent worldwide, and today's learners utilize this technology for instructional purposes. This educational design research aims to evaluate the developed interactive mobile application. This instructional material contributes to today's 21st century or digital native learners' needs to engage students in the teaching-learning process. The app is aligned with mathematics instruction, balancing visuals and Math content. Employing the Instructional Material Development for Non-print Materials instrument shows that the developed mobile app is acceptable for the Grade 11 students. Students reported a positive experience and noted an increased interest in Mathematics when using the app. Further research is needed to explore the integration of this app in the mathematics classroom.
49
Shifflett, Jim, Kristin Herman, Lisa Hines, and Jacqueline Nikiema. "Driven to Abstraction: A Design Case." International Journal of Designs for Learning 13, no. 1 (June 14, 2022): 96–113. http://dx.doi.org/10.14434/ijdl.v13i1.32884.
Full textAbstract:
This design case documents the development of a new online training program to teach circuit court interns in Wise County, Virginia, how to createsmart land records, or land record abstracts stored on a blockchain. The authors f irst describe the instructional context behind land record abstraction and the clients’ original specifications for the curriculum. The authors then detail their empathic design approach, design decisions based on clients’ feedback, and reflections-in-action at key points in the course’s development. Major design decisions included the composition of a frame narrative to link the course modules, the reordering of the curriculum to mitigate the significant cognitive load in the training’s content, and the use of both vertical and horizontal development to maintain aesthetic consistency. This paper concludes with the rationale for the evaluation plan and the establishment of a “multigenerational” partnership between the clients and new graduate students in the Instructional Design & Technology program at Old Dominion University.
50
Zhang, Yabo, Aiping Qian, Zhongling Pi, and Jiumin Yang. "Danmaku Related to Video Content Facilitates Learning." Journal of Educational Technology Systems 47, no. 3 (November 27, 2018): 359–72. http://dx.doi.org/10.1177/0047239518811933.
Full textAbstract:
Massive open online courses are one of the most prominent trends in higher education in recent years. Instructional videos play a significant role in the massive open online courses platform. This study tested the impact of sending danmaku related to video content versus sending danmaku not related to video content versus not sending danmaku in instructional video. We assessed students’ achievement, learning satisfaction, social presence, and cognitive load. Adopting a quasi-experimental design, we collected data from 137 participants. Result revealed that the danmaku related to video content improved social presence, learning satisfaction, and learning achievement but created more cognitive load.