Applying Merrill’s First Principles of Instruction to Redesign an Online Graduate Course through the Rapid Prototyping Approach

Cai, Qijie; Moallem, Mahnaz

doi:10.1007/s11528-021-00658-w

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…Learners may face difficulties to follow this model to attain new knowledge, if they have no prior knowledge [36] . This model is used for designing online graduate courses [37] , online Human Resource (HR) training programs [38] , etc.…”

Section: Merrill's Principles Of Instruction (Mpi) Modelmentioning

confidence: 99%

Instructional design of e-content in massive open online course platforms for higher education: An overview

PC¹,

Uthaman²,

Sherimon³

et al. 2022

Int. J. Appl. Res.

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In the technologically advanced digital era, Massive Open Online Course (MOOC) platforms provide huge opportunity to the interested learners for continuous learning and enables to achieve their goals. The Information and Communication Technology (ICT) based MOOC platforms play a vital role in enhancing the knowledge and skills of the people by giving access to higher quality courses. These platforms are convenient for the people who are capable of self-learning irrespective of their geographical locations. Hence, it is the time for the higher education authorities across the globe to design more MOOC platforms with suitable Electronic-content (E-content), so that the learners can upscale their skills. The E-learning designers use Instructional Design (ID) models to create E-content in the MOOC platforms. This paper emphasis on the development of the instructional design of digital content included in the MOOC platforms. Also, this paper discuses five popular and widely accepted ID models -"Gagne's Nine Events of Instruction model", "Analysis, Design, Develop, Implement, and Evaluate (ADDIE) model", "Dick and Carey model", "Bloom's Taxonomy Revised model", "Merrill's Principles of Instruction (MPI) model" -used by the E-learning designers for creating effective Econtent.

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Section: Merrill's Principles Of Instruction (Mpi) Modelmentioning

confidence: 99%

Instructional design of e-content in massive open online course platforms for higher education: An overview

PC¹,

Uthaman²,

Sherimon³

et al. 2022

Int. J. Appl. Res.

View full text Add to dashboard Cite

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Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education

Mujallid

2024

Euro J of Education

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The COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.

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Revisiting Merrill's First Principle of Instruction

Fuzi,

Yahaya

2024

Integrating Cutting-Edge Technology Into the Classroom

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A problem-solving method known as computational thinking (CT) has been described as a 21st-century skill that all students should learn in preparation for increasingly automated jobs in the future. However, little instructional design approach is available to guide educators and designers when designing mobile learning applications to support CT skills learning and implementation. This study addresses the above issue by revisiting Merrill's first principle of instructional model (FPI) with the CT technique and describing how the proposed CT-FPI instructional design can be used in designing mobile learning applications for problem-solving learning. The decomposition technique, a component of computational thinking, involves breaking down complex problems into smaller, manageable parts. Future studies for this research will contribute valuable insights to the field of instructional design in developing learning aids for mobile applications that promote the CT-decomposition technique for problem analysis in learners.

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Applying Merrill’s First Principles of Instruction to Redesign an Online Graduate Course through the Rapid Prototyping Approach

Cited by 3 publications

References 21 publications

Instructional design of e-content in massive open online course platforms for higher education: An overview

Instructional design of e-content in massive open online course platforms for higher education: An overview

Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education

Revisiting Merrill's First Principle of Instruction

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