Instructional Design Theory Research Articles

The design of a study aid for synthesizing instruction

<span>Experts in the field have acknowledged that the 1990s bring new challenges to the field of educational technology. The traditional models for designing instruction will need to be modified to address the new capabilities of emerging technologies (Alien, Dodge & Saba, 1989; Hannafin & Rieber, 1989). And research must be conducted to guide the development of instructional design and technology theory and models (Klein, 1989; Reigeluth, 1989).</span><p>In his review of the status of current research in instructional technology (IT), Clark (1989) recommends that future research must go beyond descriptive research methods to adopt prescriptive research methodology. He recommends that IT researchers use the more basic, descriptive research findings from individual differences and developmental psychology to create 'design prescriptions'. These prescriptions can then be used in design research to produce generalizations about the best methods to be used with specific tasks and learners to increase achievement and motivation. The study reported here is an example of this type of design research.</p><p>In this study the researcher used a prescriptive instructional design theory, the elaboration theory (Reigeluth & Stein, 1983), to construct a study aid called a theoretical synthesizer and test its effectiveness in helping biology students learn genetics principles.</p>

Cholesterol — decreasing the risk: An educational program for physicians

This paper describes an educational project directed at enhancing physicians' performance of preventive activities, particularly those aimed at lowering patients' cholesterol. The program was developed utilizing a theoretical framework comprised of Bandura's Social Learning Theory (1977), the PRECEDE framework of health education (1980), Glaser's theory of instructional design (1962) and Gagne's task-analysis and conditions of learning (1977). Program objectives were developed to address 1) the knowledge and skills required of family physicians to effectively detect and manage elevated serum cholesterol in their patients, and 2) barriers to their application, as identified in a baseline needs assessment. Objectives were subjected to task-analysis to identify component knowledge and skills. Appropriate conditions for learning these were then determined. Selection of optimal means to help learners to achieve each objective was based on strategies and methods of instruction that are consistent with the theoretical framework described. For example, to address physicians' perceived needs for greater skills in counselling and achieving behavior change, a workshop format has been developed that will provide opportunities for the demonstralion of skills, and for physicians to practice these skills and receive feedback on their performance. This method of learning is consistent with social learning theory, and with empirical approaches to skill acquisition. Program development based on a sound framework allows for systematic design of interventions, evaluation of learner performance and appropriateness of objectives, and effectiveness of the intervention in achieving the objectives. Relevant theoretical and empirical knowledge are essential to the design of effective educational programs that result in desired behavior change.

Instructional Design for Developing Computer-Based Learning Materials

AbstractMany individuals have recently entered the instructional software development field. Frequently these individuals are trained in computer programming and knowledgeable of the subject matter to be delivered by the computer but unskilled in instructional design. The authors address this knowledge deficiency by reviewing instructional design research and theory and relating this information to the design of computer-based instructional materials. Instructional design guidelines are offered to aid software developers in making design decisions on the macro- and micro-levels of instruction.

An Empirically Based Instructional Design Theory for Teaching Concepts

An instructional design theory for concept teaching is presented. The theory is based on direct empirical validation from a programmatic line of instructional systems research. Concept learning is viewed as a two-phase process: (a) formation of conceptual knowledge and (b) development of procedural knowledge. Two fundamental components of the proposed theoretical model are content structure variables and instructional design variables. A rational combination of these components, based on a content analysis that takes into account the learning model, provides the means for the selection of one of four basic instructional design strategies. Research studies that contribute to the model are reviewed, and the model is described with reference to instructional methods and cognitive processes.

Direct Instruction: a model of instructional design

Abstract Instructional design is chiefly concerned with the arrangement of the environment to optimise learning according to various criteria. While there are a number of instructional design theories and models, the Direct Instruction Model (Engelmann & Carnine, 1982) is the focus of this paper. The importance of instructional design is stressed and the Direct Instruction Model is analysed in terms of four components of a theory of instruction. A discussion of two of these components, structure and sequence, and an analysis of relevant research form the bulk of the paper. One goal of instructional training (be it for teachers or industry trainers) is the creative application of empirically verified instructional design principles so that the effectiveness of instruction, across a wide range of cognitive outcomes may be optimised.

An Empirically Based Instructional Design Theory for Teaching Concepts

An instructional design theory for concept teaching is presented. The theory is based on direct empirical validation from a programmatic line of instructional systems research. Concept learning is viewed as a two-phase process: (a) formation of conceptual knowledge and (b) development of procedural knowledge. Two fundamental components of the proposed theoretical model are content structure variables and instructional design variables. A rational combination of these components, based on a content analysis that takes into account the learning model, provides the means for the selection of one of four basic instructional design strategies. Research studies that contribute to the model are reviewed, and the model is described with reference to instructional methods and cognitive processes.

Designing practice: A review of prescriptions and recommendations from instructional design theories

Most instructional theories offer some unique and valuable suggestions related to the design of practice activities. However, no single theory or model is available which provides instructional designers with answers to many basic questions related to designing practice activities. The purpose of this paper is to summarize the strategies and suggestions offered by various prominent instructional theories and thereby provide a useful guide for designing the practice component of instruction.

Instructional Design Theories: Building a Linking Science?

Originally published in Contemporary Psychology: APA Review of Books, 1985, Vol 30(2), 156–157. Reviews the book, Instructional-Design Theories and Models: An Overview of Their Current Status edited by Charles M. Reigeluth (1983). This book examines the current status of instructional theories, that is, theories that prescribe “how to improve instruction.” The current volume contains twelve chapters, as well as a foreword and concluding remarks. Eight of the chapters present summaries of major theories of instructional design. The editor has made a serious attempt to encourage the building of a common knowledge base. Each chapter begins with an outline and an editor's introduction that uses a common terminology for describing the chapter. In sum, this book helps the reader to understand some of the problems and challenges of instructional design theory. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

Systematic development of an applied phonetics course

The process of building bridges between theory and practice can be a difficult task, and instructional developers have only begun to attempt it. Specific ways in which instructional design theories can be applied within the context of an instructional development model are described in this article. The authors chronicle and analyze the development of a course in applied phonetics which is important both for its contribution to instruction in the field of phonetics and for the way in which it utilizes many different theories of instructional design in a real instructional setting. The authors also discuss how Elaboration Theory was applied, as well as other instructional strategies and evaluation techniques.

Preliminary guidelines for employing graphics in instruction

The purpose of this article is to propose some guidelines, based on instructional design theory and empirical findings, for employing various types of graphics under specified conditions. The guidelines are directly related to Gagne’s types of learned capabilities: concepts, discriminations, rules, problem solving, verbal information, motor skills, and attitudes. A categorization scheme is proposed for different types of visual displays. The role of these different kinds of graphic visual displays within each of Gagne’s types of learned capabilities is discussed.

Can a Study Guide Support the Theoretical View of How Students Learn ? : The University of Medical Sciences and Technology Experience = هل يمكن أن يدعم الدليل الدراسي وجهة النظر النظرية عن كيفية تعلم الطلاب ؟ : تجربة جامعة العلوم الطبية و التكنولوجيا

In Sudan, there is an increasing demand for teaching tropical medicine. However, there are significant problems accompanying the delivery of suitable teaching, including limited staff numbers, limited teaching time and lack of suitable teaching materials. The paper describes how the author used the theories of education and instructional design to develop a study guide that could support students in learning tropical medicine and help them to become active learners