Abstract
This article presents an initial model of instructional design which directly links cognitive learning theory and instructional prescriptions. The major constructs of the model include components of the memory system, allocation of learning times by objectives and specific instructional methods. The model proposes that instructional time be divided so as to reach the educational goals of improvements in higher-order learning and thinking as well as knowledge acquisition. Integrating current methods of instructional strategies provides the framework for bridging the gap between cognitive learning theory and instructional design.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
