Instructional Design Components Research Articles

Analytic study on strengthening the Future Education competencies in Korea

The purpose of this study is to devise and present an educational model to strengthen pre-service elementary school teachers’ future competencies based on the effects of existing core competency education. For this purpose, a literature study was conducted to examine the concepts and directions of future education and core competencies, core values, teaching and learning models and instructional design principles, components and instructional design procedures, and major characteristics of the 2015 revised curriculum of Korea. After the second expert validation of the developed draft was conducted, it was revised and supplemented to complete the final model of the education model for fostering future education capabilities. Based on the future education competencies obtained through literature research and the Delphi survey, a survey was conducted on professors, in-service elementary school teachers, and pre-service teachers to present the final future core competencies. Specifically, in order to find a framework suitable for the needs and competencies of instructors, previous research cases in and outside of Korea were analyzed, and surveys were conducted with pre-service and in-service teachers, and analyzed. Through this, the focus was on presenting specific methods for the expression of future teaching capabilities as instructors and providing an efficient roadmap to keep up with the overall trend of the education field according to the needs of the times.

Integrating instructional designs of personalized learning through the lens of universal design for learning

AbstractBackgroundPersonalized learning (PL), conceptualized as an education innovation that tailors learning to meet diverse student needs, has drawn increased attention from different fields of study, such as education, learning sciences, and computer science. Regardless, there is a lack of a comprehensive understanding of PL instructional designs supported by technology.ObjectivesThis systematic literature review aimed to provide an empirical integration of PL designs and implementation across disciplines through the lens of the universal design for learning (UDL) framework. As an instructional framework that guides the design to embrace learner variability, UDL holds the potential to provide foundational considerations for instructional design components of PL.MethodsWe used four databases including ERIC, OmniFile Full Text Select, Academic Search Complete, and Web of Science to search empirical studies investigating technology‐supported PL in PK‐12 school‐based settings. In total, 61 studies published between 2006 and 2020 were included in the review. We analysed PL design and implementation features and aligned these features to the UDL framework.Results and ConclusionsOur results indicated that current empirical PL design features were widely mapped onto the UDL framework. Most current PL studies investigated segmented aspects such as student attributes (e.g., interest, motivation, self‐regulation) and instructional practices (e.g., facilitating goal setting) that could contribute to PL design. Rarely did studies investigate how PL was operationalized in a system integrating various design components that consider learner characteristics, instructional support, and contextual implementation factors.ImplicationsThe analysis of alignment between PL designs within the UDL framework can serve as a starting point for stakeholders to take a more holistic approach to designing PL experiences for all learners.

The Evidence is in the Design.

To better understand the effectiveness of Direct Instruction (DI), the empirical base related to DI's instructional design components (explicit teaching, judicious selection and sequencing of examples) and principles (identifying big ideas, teaching generalizable strategies, providing mediated instruction, integrating skills and concepts, priming background knowledge, and providing ample review) are analyzed. Attention is given to the converging evidence supporting the design characteristics of DI, which has broad applicability across different disciplines, teaching methodologies, and perspectives.

Improving Nursing Students' Medication Safety Knowledge and Skills on Using the 4C/ID Learning Model.

IntroductionLearning medication-safety has become a focus in many countries to improve medication-safety competencies in nursing students. Research on instructional design for medication-safety is still limited, especially about the use of the Four Components Instructional Design (4C/ID) model. This study aimed to compare the knowledge and skills in medication safety of nursing students after the medication-safety training using four components of instructional design known as 4C/ID.MethodsThis was a posttest-only quasi-experimental study using an intervention and control group. The participants were the third-semester students of a nursing school at Yogyakarta, Indonesia (intervention: n=55, control: n=40). The intervention group was trained for five weeks using the 4C/ID approach with interactive lectures, small group discussions, reflections, and skills simulation sessions. An observational skills evaluation and Multiple-Choice Questionnaire were administered in the last week after the training completed. Independent sample t-test and Mann Whitney tests were used to analyze the mean differences of knowledge and skills in giving oral medicine and drug injections between the two groups.ResultsThe majority of respondents were female (74.1%), aged 19–20 years (77.8%), with GPA >3 (87.37%) and, the majority had never received instruction about patient safety (69%). There were significant mean differences in overall knowledge (p<0.05) and also in the skills of oral drug and intramuscular drug administration (p<0.05) between the intervention and control groups.ConclusionTraining in medication-safety using the 4C/ID approach could improve the medication-safety knowledge and skills of the nursing students based on simple to complex learning.

An Examination of the Systemic Reach of Instructional Design Models: a Systematic Review

The majority of instructional design models have directed focus on instructional design activities such as analysis, design, development, implementation, and evaluation. Criticisms regarding instructional design models have suggested that the use of these models provides instructional designers with a limited view of the design environment. This systematic review seeks to offer guidance and a conceptual framework for how instructional designers can utilize existing instructional design models without excluding the systemic nature of design practices. This review explores how instructional designers are using models and the systemic relationship between the instructional design components typically outlined in a model.

Determining Components of Medical Instructional Design based on Virtual Reality by Research Synthesis

Introduction: The purpose of the present study was to determine the components of medical education design based on virtual reality by research synthesis method.&#x0D; Methods: In the present study a synthesis method was used. In order to study the research background and to collect appropriate data among the databases of Science Direct, Springer, Scopus, ProQuest and Eric (ERIC) search. With the keywords of Educational Design, Virtual Reality, Medical Education, Augmented Reality, Research Synthesis identified from 150 external research cases (English language) between 2006 and 2019 and finally 20 of them with the most coordination and proportion were selected for evaluation.&#x0D; Result: By reviewing articles and themes analysis, medical education design has five main components that are as follows: 1- Analytical component including determining educational needs, defining learner characteristics, defining theoretical framework, defining characteristics of virtual reality technology, forming a corporate team. Designer, conduct feasibility study and determine the type of content suitable for presentation through virtual reality. Design component includes defining general goals, targeting goals that are achievable by virtual reality, defining features of a virtual reality-based learning environment (free routing, first-person, third-person vision), determining the type of interaction (visual, photo, touch). Virtual and immersion, defining educational strategies (small and large), determining the level of reality, determining the content and organizing it (navigation) 3. Component of production and production including: scenario design, user interface design, content design, design Avatar, Training Agent Design, Virtual Reality Modeling, Platform Development (Hardware and Software) 4. Support and Implementation including Training Implementation, System Integration Virtual education in curriculum, support (technical and educational) 5. Evaluation component including formative evaluation, aggregate evaluation, ease of use evaluation, small group evaluation, large group evaluation, virtual reality based learning environment and platform evaluation (software and hardware).&#x0D; Conclusion: With respect to that the components of medical education design based on virtual reality have been identified, it is recommended that the medical education process be organized according to the components of educational design and that educational principles and processes be designed according to the capacity of virtual reality technology.

Novice Researchers' Views About Online Ethics Education and the Instructional Design Components that May Foster Ethical Practice.

The goal of the current study was to examine novice researchers' views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course.

Relating Instructional Design Components to the Effectiveness of Internet-Based Mindfulness Interventions: A Critical Interpretive Synthesis.

BackgroundInternet-based mindfulness interventions are a promising approach to address challenges in the dissemination and implementation of mindfulness interventions, but it is unclear how the instructional design components of such interventions are associated with intervention effectiveness.ObjectiveThe objective of this study was to identify the instructional design components of the internet-based mindfulness interventions and provide a framework for the classification of those components relative to the intervention effectiveness.MethodsThe critical interpretive synthesis method was applied. In phase 1, a strategic literature review was conducted to generate hypotheses for the relationship between the effectiveness of internet-based mindfulness interventions and the instructional design components of those interventions. In phase 2, the literature review was extended to systematically explore and revise the hypotheses from phase 1.ResultsA total of 18 studies were identified in phase 1; 14 additional studies were identified in phase 2. Of the 32 internet-based mindfulness interventions, 18 were classified as more effective, 11 as less effective, and only 3 as ineffective. The effectiveness of the interventions increased with the level of support provided by the instructional design components. The main difference between effective and ineffective interventions was the presence of just-in-time information in the form of reminders. More effective interventions included more supportive information (scores: 1.91 in phases 1 and 2) than less effective interventions (scores: 1.00 in phase 1 and 1.80 in phase 2), more part-task practice (scores: 1.18 in phase 1 and 1.60 in phase 2) than less effective interventions (scores: 0.33 in phase 1 and 1.40 in phase 2), and provided more just-in-time information (scores: 1.35 in phase 1 and 1.67 in phase 2) than less effective interventions (scores: 0.83 in phase 1 and 1.60 in phase 2). The average duration of more effective, less effective, and ineffective interventions differed for the studies of phase 1, with more effective interventions taking up more time (7.45 weeks) than less effective (4.58 weeks) or ineffective interventions (3 weeks). However, this difference did not extend to the studies of phase 2, with comparable average durations of effective (5.86 weeks), less effective (5.6 weeks), and ineffective (7 weeks) interventions.ConclusionsOur results suggest that to be effective, internet-based mindfulness interventions must contain 4 instructional design components: formal learning tasks, supportive information, part-task practice, and just-in-time information. The effectiveness of the interventions increases with the level of support provided by each of these instructional design components.

Empowering students with specific learning disabilities: Jim’s concept of unit fraction

Cognitive differences have historically led to deficit assumptions concerning the mathematical experiences that children with learning disabilities (LD) can access. We argue that the problem can be located not within children but instead as a mismatch between features of instruction and children’s unique learning abilities. In this paper, we investigate how one elementary school child, Jim, with specific visual motor integration differences constructed a unit fraction concept. Through ongoing and retrospective analysis of data drawn from seven sessions, we uncovered three key features of Jim’s development that become connected and coordinated over time: (a) Use of midpoints and “sameness” to construct unit fractions as one-level structures, (b) Connecting constructed unit fractions with number relationships, and (c) Coordinating unit fractions across multiple wholes through iteration as two-level structures. Contributions of this work include insights into Jim’s unique abilities alongside instructional design components helpful for intervention planning: (a) Utilizing wide, accessible tasks that encourage multiple means of contextualizing, representing, and expressing knowledge, (b) Carefully considering constraints of representational materials to support operations and connections, and (c) Bridging existing knowledge to new activity. Results support a continued exploration and gathering of evidence toward a new framework for interventions called Small Environments that begins in the teacher’s responsiveness to children’s complex mathematical reasoning and specific learning abilities.

Synergy in the composition classroom: Powerful learning through technology and instructional design

To provide insight into structural, technological and environmental factors that contribute to powerful learning experiences in composition tasks, this instrumental case study offers an examination of the interactions of various elements evident in a music composition class. Data were collected via classroom observations, participant interviews and miscellaneous documents. The synergistic relationship between instructional design components and classroom supports, mediated through the use of technology, served to transform the human–computer interface from problem-solving to possibility-driven action. Instructional design elements that contributed to student engagement were choice in assignment completion, a self-paced work environment and musical preference. Instructional supports facilitated a core student learning process that expanded foundational knowledge and skill through active engagement in exploration, identification of musical elements and decision-making; and through interaction with an expert instructor, reflection through peer engagement, technology affordances and autonomy.

Impact of 4 Components of Instructional Design Video on Medical Student Medical Decision Making During the Inpatient Rounding Experience

The Four Components of Instructional Design (4C-ID) Model has been used to teach Medical Decision Making (MDM), a core competency recognized by the Liaison Committee for Medical Education. 4 Components of Instructional Design (4C-ID) has been applied in general medical education, but not the inpatient clerkship setting. A 4C-ID video for inpatient rounding, like postpartum rounding in Ob/Gyn, could help improve MDM on busy services. Students in the third year Ob/Gyn clerkship were randomized by clerkship group to receive a 20-minute postpartum rounding video, based on 4C-ID principles, or usual teaching. MDM and knowledge were assessed pre-/postintervention with the Diagnostic Thinking Inventory and a case-based evaluation. Satisfaction was assessed with Likert style questions. Seventy-eight students were randomized (36 control, 42 intervention). Both groups had equal baseline measures of MDM and knowledge, and similar postclerkship MDM. The intervention group demonstrated higher knowledge postclerkship (17.1, 22.6 p < 0.001). Students in the intervention felt prepared by the video, and would recommend it. Students in the control group reported higher satisfaction with their postpartum rounding experience (3.9, 3.5 p = 0.04). Videos are easy to incorporate teaching platforms for medical students, however, the 4C-ID based video in this study did not increase student MDM. In addition, educators should use caution when integrating video into coursework as use of video may lead to decreased student satisfaction as it did in this study.

The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course

Responding to the lack of empirical studies on the effects of instructional design components on MOOCs, this study explores which instructional design components (e.g., course content, transactional interaction between student and content, structure/organization, assessment) influence learner control, sense of progress in the achievement of learning goals (sense of progress), and perceived effectiveness in a large-scale MOOC course called “Learning How to Learn” hosted in Coursera, a MOOC learning platform. Using an online survey distributed to learners who registered for the current Coursera English-language version of the course, we collected 1364 responses. Three separate hierarchical regression analyses revealed that all course design factors, transactional interaction between student and content (β=.111,p<0.01; β=.117,p<.01), structure (β=.432,p<0.001; β=.281,p<.001), and assessment (β=.108,p<0.01; β=.102,p<.05) were significant predictors of learner control and sense of progress. For perceived effectiveness, only transactional interaction (β=.073,p<0.05) and structure (β=.416,p<0.001) were significant while assessment was not statistically significant (β=.030,p=.373). These findings provided empirical evidence that instructional components are critical predictors of student learning in MOOCs, which have been conceptualized as important factors in prior studies. Future research should focus on identifying effective and efficient ways to facilitate assessments as part of the learning process while accommodating personalized learning needs. Interpretations of the findings, discussions, and limitations are also addressed in this paper.

Initial evidence to validate an instructional design-derived evaluation scale in higher education programs

Instructional design has been a key strategy in ensuring the quality of higher education; therefore, it is essential to evaluate its effects on learning processes through the use of tools that comply with defined technical standards. Hence, the purpose of this study is to validate a scale used to evaluate the degree to which the students perceive the five aspects of instructional design: objectives, curricular content, learning activities, educational resources, and the existing evaluation strategy at the Costa Rica Institute of Technology (TEC). Through the use of an analytical and descriptive study, as well as qualitative and quantitative techniques, a Likert evaluation scale was designed. According to the results, the final version of the instrument consisted of 33 items and had a confidence coefficient of 0.923. In regards to the evidence associated to its validity, it was possible to verify the representability and relevance of the instructional design components and their factorial structure. The main conclusion obtained from this study is the importance of measuring, from a systemic perspective, the instructional design components, in classroom, blended learning and virtual courses with tools that are properly validated in order to guarantee the confidence level and valid interpretation of the results.

Exploring Mechanisms for Effective Technology-Enhanced Simulation-based Education in Wilderness Medicine: A Systematic Review.

Background: Technology-enhanced simulation is well-established in healthcare teaching curricula, including those regarding wilderness medicine. Compellingly, the evidence base for the value of this educational modality to improve learner competencies and patient outcomes are increasing.Aims: The aim was to systematically review the characteristics of technology-enhanced simulation presented in the wilderness medicine literature to date. Then, the secondary aim was to explore how this technology has been used and if the use of this technology has been associated with improved learner or patient outcomes.Methods: EMBASE and MEDLINE were systematically searched from 1946 to 2014, for articles on the provision of technology-enhanced simulation to teach wilderness medicine. Working independently, the team evaluated the information on the criteria of learners, setting, instructional design, content, and outcomes.Results: From a pool of 37 articles, 11 publications were eligible for systematic review. The majority of learners in the included publications were medical students, settings included both indoors and outdoors, and the main focus clinical content was initial trauma management with some including leadership skills. The most prevalent instructional design components were clinical variation and cognitive interactivity, with learner satisfaction as the main outcome.Conclusions: The results confirm that the current provision of wilderness medicine utilizing technology-enhanced simulation is aligned with instructional design characteristics that have been used to achieve effective learning. Future research should aim to demonstrate the translation of learning into the clinical field to produce improved learner outcomes and create improved patient outcomes.

BAHAN AJAR WRITING FOR ACADEMIC PURPOSES BERBASIS SELF-MOTIVATED LEARNING

This study is aimed at devising teaching materials for Writing for Academic Purposes (WAP). In context of English for Academic Purposes (EAP), writing is the core materials together woth reading comprehension and critical thinking. The study used Recursive Reflective Design and Development (R2D2) from Willis (1995). The main data if this study were writing materials for academic purposes and the subjects of the study included lecturer, students, and expert in writing. The study revealed two main ifndings. In the Defining Stage, the findings indicated that WAP should include writing for academic purposes that start from paragraph, three paragraph-composition, and 3-5 paragraph essay. The model of the essay is argumentative or persuasive essay as it is applicable for Test of Written English (TWE) for the TOEFL. In the Design and Development Stage, the WAP materials were developed into four components of instructional design: Competency Standard, Basic Competency, Indicators, and Core Materials. In overall outline, the design of WAP is begun with paragraph and its component and the essay for TWE.

CURRENT BEST PRACTICES FOR CREATING EFFECTIVE AND PALATABLE ELEARNING

Given the rapid growth of technology use in business and industry, there is an increasing need to research best practices for producing online learning materials. For behavior analysts, eLearning is a topic worth researching, as it can potentially merge the promise of Skinner’s teaching machines with the growing area of organizational behavior management (OBM). This paper presents an overview of some of the published research that addresses three components of generating palatable and effective eLearning: characteristics of eLearning users, the most critical components of instructional design, and how technology can be used effectively to enhance eLearning. The results show that using technology provides both aesthetic benefits through multimedia and visual effects, as well as instructional benefits that can maximize learner retention of the course material. Understanding the best practices for creating eLearning allows all of these benefits to be realized and put into action.

ЗАСТОСУВАННЯ ІНТЕРАКТИВНИХ ОНЛАЙНОВИХ МОДЕЛЮВАНЬ ПІД ЧАС ВИКОНАННЯ ЛАБОРАТОРНИХ РОБІТ З ФІЗИКИ

Сучасному вчителю фізики потрібно мати професійні компетентності, що спрямовані на використання інтернет-технологій, пов’язаних з фізичним експериментом. Недостатня кількість методичних матеріалів для вчителів українською мовою призводять до використання вчителями віртуальних лабораторій і комп’ютерних моделювань за традиційними методиками, а не за новітніми інноваційними сучасними педагогічними технологіями, що може обмежити їх використання і значно знизити їх ефективність. В українській методичні літературі практично відсутні відомості щодо оцінювання компетентностей, дослідницьких навичок учнів під час виконання ними лабораторних робіт. Метою статті є опис окремих компонентів методики використання матеріалів веб-сайту з моделювань в шкільному фізичному експерименті та їх оцінювання, зокрема, під час виконання лабораторних робіт.

Improving emergency preparedness capability of rural public health personnel in China

SummaryObjectivesSince the outbreaks of severe acute respiratory syndrome and avian influenza, improving the emergency preparedness capability of rural public health personnel has become a new priority in building the infrastructure needed to address public health emergencies. The Chinese Government has carried out a series of emergency preparedness education and training programmes to improve the emergency preparedness capability of rural public health personnel nationwide. The purpose of this study was to evaluate and develop a participatory emergency preparedness training programme for rural public health personnel.Study designThe research emphasizes the major components of instructional design, including assessing, designing, delivering and evaluating training. The approach is an integrated system with results from one phase influencing the next, so that a series of steps are followed when developing, implementing and evaluating emergency preparedness training.MethodsThe 226 participants were rural public health personnel from 84 different rural centres for disease control and prevention in China. The programme was evaluated by anonymous questionnaires and semi-structured interviews held prior to training, immediately post-training and 12-months after training (follow-up).ResultsThe emergency preparedness training resulted in positive shifts in knowledge and skills for rural public health personnel. At follow-up, the knowledge and skill scores of participants declined slightly compared with the post-test levels (P > 0.05). However, there was a significant increase compared with the pre-test levels (P < 0.01). Moreover, more than 90% of participants reported that this training provided a valuable learning experience and reinforced the importance of emergency preparedness.ConclusionsThe emergency preparedness training programme was effective and feasible in improving the performance of rural public health personnel on emergency response. Further studies are needed to test the efficacy of the training approach for competency improvement.

The training and development of lecturers within the framework of the relevant Acts on higher education

The education dispensation in South Africa underwent tremendous changes during the last decade of the twentieth-century and in the early years of the new millennium. Many lecturers are not necessarily equipped to face all the challenges that are a result of the changes. Since it is the vision of the new government to have a `rational, seamless Higher Education system that will embrace the intellectual and professional challenges facing South Africans in the 21st century' (Department of Education 2003, iii), the researcher became involved and conducted this study in a higher education institution. The relevant Acts in the higher education environment served as framework to table a training model for newly appointed lecturers. Development research was used as method, and a heuristic statement formulated and tested. The instructional design components based on an Input ? Process ? Output matrix was applied, and a step-by-step approach followed to design the training model and simultaneously test the implementation of the programme. The proposed training programme for the holistic development of lecturers in a higher education institution is based on past experience, relevant in the current situation, but also future-orientated. It is practical, effective and applicable in the higher education sector, and the validity lies in the fact that it is goal-orientated, based on state of the art knowledge, relevant and meaningful. It reflects the reality in which the lecturers are expected to perform and considers their emotional and instinctive feelings. It is therefore tabled as a well-researched and properly instituted model. South African Journal of Higher Education Vol. 20(1) 2006: 70-86

The Effectiveness of Distance Education in Allied Health Science Programs: A Meta-Analysis of Outcomes

A comprehensive meta-analysis of the research following Glass, McGraw, and Smith's (1981) technique integrated findings from twenty-five comparative studies from 1990 to 2003 targeting student achievement and distance education in allied health professions. Student achievement was assessed through course grades and resulted in an overall effect size of 0.15, a very small positive effect for distance learners when compared to traditional students. Several dependent variables—education levels, models of distance education, and instructional design components—related to the effect size. In the distance education setting, working professional students significantly outperformed graduate and undergraduate students. Open learning and synchronous instruction were the most effective distance education models of instruction. Instructional design components implemented into a distance education course resulted in greater student achievement scores.