Instructional Design Development Research Articles

Instructional Design Integrated with Quality Function Deployment (QFD) and TRIZ40

This paper concentrates on the development of instructional design integrated with Quality Function Deployment (QFD) and TRIZ40 principles model. This paper draws from the research study which aimed to investigate the development of instructional design integrated with QFD and TRIZ40 principles model for the Design Education Program in the Faculty of Industrial Education at King Mongkut’s institute of Technology Ladkrabang, Bangkok, Thailand. The research methodology was a mix methods. The sample groups were composed of 5 lecturers and 100 Undergraduate students of the Design Education Program. The research methods were questionnaires and focus group technique. The statistics used were frequency, percentage, arithmetic means, and standard deviation. The research found that there are 3 steps of instructional design development integrated with QFD and TRIZ40 principles model. The first step was a learning and acceptation process. The second was to develop the instructional design, which was integrated with QFD and TRIZ40 principles model for the Design Education courses. The last step was evaluation on students’ learning and satisfaction. Based on evaluation of the instructional design experts, the instructional design, which was integrated with QFD and TRIZ40 principles model was highly appropriate for undergraduate students in the Design Education Program. This study reviewed that lecturers and students’ satisfaction with the instructional design integrated with QFD and TRIZ40 were also high because it was easy to utilize. Moreover, it was very effective to evaluate their progress throughout their learning process. Undergraduate students learn with Model of Instructional Design integrated with QFD and TRIZ40 principles for Design Education in Undergraduate Study Level. Have higher achievement scores than Learning in normal/regular classroom with a statistical significance level of 0.05.

Training of Non-University Level Teachers in Cooperative Learning Methods

This article proposes a teacher training program in Cooperative Learning Methods (CLM). The analysis of the effects of the program on the development of CLM instructional designs is based on an eight category system which supports the development of instructional design that organizes the classroom from a cooperative perspective. This study also proves the existing differences among professionals teaching at different levels of the non-university education levels. The results demonstrate the efficacy of the training process of teachers who work in non-university educational system and its effect on their practice.

Profiles of Instructional Methodology for Selected Television Courses

Previous articleNext article No AccessProfiles of Instructional Methodology for Selected Television CoursesDaniel Tanner and Frank J. WoerdehoffDaniel Tanner Search for more articles by this author and Frank J. Woerdehoff Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 72, Number 2Summer, 1964 Article DOIhttps://doi.org/10.1086/442698 Views: 1Total views on this site Citations: 2Citations are reported from Crossref Journal History This article was published in The School Review (1893-1979), which is continued by the American Journal of Education (1979-present). Copyright 1964 University of ChicagoPDF download Crossref reports the following articles citing this article:Michael H. Molenda History and Development of Instructional Design and Technology, (Apr 2022): 1–18.https://doi.org/10.1007/978-981-19-0351-9_4-1John B. Carroll LEARNING FROM VERBAL DISCOURSE IN EDUCATIONAL MEDIA: A REVIEW OF THE LITERATURE, ETS Research Bulletin Series 1971, no.22 (Aug 2014): i–288.https://doi.org/10.1002/j.2333-8504.1971.tb00814.x