Instructional-Design Theories and Models, Volume III

Ives, Cindy; Reigeluth, Charles M.; Carr‐Chellman, Alison A.

doi:10.4324/9780203872130

Cited by 216 publications

(70 citation statements)

References 1 publication

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“…The research method that is deemed as suitable for this purpose is formative research. Formative research as suggested by Reigeluth, consist of five steps as follows: 1) create a case that helps generate a design theory; 2) collect and analyze descriptive and formative data; 3) revise the instance; 4) repeat the data collection and revision cycle; and 5) fully develop tentative theory [30]. Its procedure can be described as in Figure 1 below [see Figure 1].…”

Section: Methodsmentioning

confidence: 99%

Determining the Appropriate Blend of Blended Learning: A Formative Research in the Context of Spada-Indonesia

Chaeruman¹,

Wibawa²,

Syahrial³

2018

EDUCATION

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Deciding appropriate blend for certain learning outcomes is very crucial in designing an effective blended learning. Blended learning is not just simply combining face-to-face learning with online learning. The challenge is to determine the most appropriate blended learning strategies to achieve a series of desired learning outcomes. Blended learning designers utilize a model of criteria as a guideline to answer to this challenge. This research was aimed to develop a proposed model of criteria for determining the appropriate blended learning strategy. Hence, the research questions become: 1) Is the model created fitting a conceptual framework? and 2) Is the model created effective and implementable? Consequently, formative evaluation techniques were employed to answer these research questions, i.e. experts review, one-on-one evaluation, and field test. These methods were used to collect descriptive and formative data. This study was followed by 7 instructional designers and e-learning experts as well as 235 lecturers as respondents. Upon completing a series of formative evaluations, result of this study showed that the model created is conceptually fitting, effective and implementable as a lecturer's guide in determining the appropriate blended learning strategy.

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Section: Methodsmentioning

confidence: 99%

Determining the Appropriate Blend of Blended Learning: A Formative Research in the Context of Spada-Indonesia

Chaeruman¹,

Wibawa²,

Syahrial³

2018

EDUCATION

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“…There is a significant body of research into learning theories, e-learning and Science, Technology, Engineering and Mathematics (STEM) education, but this is somewhat overwhelming; there are complementary and competing learning theories and varied perspectives on how to best implement these theories in technology [14], [25].…”

Section: Learning Theoriesmentioning

confidence: 99%

The synthesis of a unified pedagogy for the design and evaluation of e-learning software for high-school computing

Yiatrou¹,

Polycarpou²,

Read³

et al. 2016

Annals of Computer Science and Information Systems

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Abstract-This study develops a unified pedagogy for the design and evaluation of e-learning software for high-school Computer Science. In accordance with the pedagogy, prototype e-learning software was developed for use in student instruction and independent learning. The pedagogy was iteratively refined based on the evaluation of teachers and education experts and the resulting e-learning software was developed considering student feedback. The problem domain focuses on the UK's recent shift in educational emphasis towards Computer Science GCSEs; however, the findings are broadly transferable to other developed nations. The pedagogy synthesizes the following learning theories: Constructivism, Social Constructivism, Connectivism, Cognitive Load, ARCS and VARK learning styles, these were in turn distilled into 31 heuristics. The research is broken into three phases, the first two phases are discussed in this paper; Phase 1 is the Initial Pedagogical Strategy and Prototype, Phase 2 is the Elaboration via Action Research.

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“…Los modelos de enseñanza sistematizados por Joyce, Weil y Calhoun (2000), con los aportes de Eggen y Kauchak (2001), y los diseños instruccionales compilados por Reigeluth (1999Reigeluth ( , 2009, muestran cómo diferentes intencionalidades pedagógicas se corresponden con ciertas estrategias docentes y particulares maneras de intervenir en el desarrollo de las actividades con los alumnos.…”

Section: La Intencionalidad Pedagógica En Las Intervenciones De Docenunclassified

Análisis Textual-Discursivo Y Pedagógico-Discursivo De La Interacción Comunicativa en Foros Formativos Online: Sobre La Articulación Local De Las Intervenciones

Morán

Álvarez

2012

RIED

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RESUMENA partir de la década de 1990, el e-learning pasa de modelos de aprendizaje basados en la transmisión de conocimiento a modelos basados en la construcción de conocimiento. Este cambio se ha visto favorecido por la irrupción de las tecnologías de la información y la comunicación, que proporcionan un buen soporte para que interactúen estudiantes y tutores. Sin embargo, no cualquier modalidad de uso asegura dicha construcción. En este sentido, un aspecto fundamental a considerar está dado por las modalidades en que se desarrolla la interacción comunicativa en los foros. En relación con ello, el objetivo de este artículo es realizar un análisis de la articulación que se produce entre las intervenciones realizadas por los participantes buscando identificar si la intervención de apertura de los foros funciona como guía o patrón de las emisiones subsiguientes. El análisis muestra que existe mayor articulación entre cada emisión y las que se suceden en la secuencia, que entre ellas y la intervención de apertura.Palabras clave: tecnologías de la información y la comunicación, interacción en línea, aprendizaje mediado por la computadora. ABSTRACTSince the 1990s, e-learning has transformed from learning models that are based on the knowledge transfer into models based on knowledge creation. This change has been facilitated by the rapid introduction of new Information and Communication Technologies (ICTs). ICTs provide a solid infrastructure for students and their tutors to interact with each another. However, not all modalities

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Instructional-Design Theories and Models, Volume III

Cited by 216 publications

References 1 publication

Determining the Appropriate Blend of Blended Learning: A Formative Research in the Context of Spada-Indonesia

Determining the Appropriate Blend of Blended Learning: A Formative Research in the Context of Spada-Indonesia

The synthesis of a unified pedagogy for the design and evaluation of e-learning software for high-school computing

Análisis Textual-Discursivo Y Pedagógico-Discursivo De La Interacción Comunicativa en Foros Formativos Online: Sobre La Articulación Local De Las Intervenciones

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