Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging

Merrill, Margaret

doi:10.1007/978-1-4020-8299-3_13

Cited by 18 publications

(19 citation statements)

References 9 publications

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“…For the purposes of this paper, instructivism refers to well-formulated, teacher-directed, didactic learning (Merrill, 2008), which stands in contrast to constructivism, which refers to student-centered forms of instruction, including social (Bandura, 1977), situated (Lave and Wenger, 1991), knowledge-creating (Bereiter, 2002) and intersubjective (Suthers, 2006).…”

Section: Resultsmentioning

confidence: 99%

Human resource education in the Middle East region

Dirani

Hamie

2017

EJTD

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Purpose The purpose of this paper is to provide an overview of human resource development (HRD) education in Middle Eastern countries. In particular, the authors discuss the current state of HRD education, country readiness and challenges that hinder HRD progress in Middle Eastern countries. They argue that HRD programs need to prepare young employees for leadership roles through adapting constructivist pedagogy, including problem-solving, critical thinking and creativity. Design/methodology/approach The design of this paper followed a qualitative approach. The authors conducted in-depth interviews with five HRD experts in Middle Eastern countries and conducted integrative literature review and secondary data analysis. Findings Data analysis provided an overview of HRD education, looked at options individuals interested in HRD education might have, provided views on constructivism vs instructivism as education pedagogies and discussed cultural factors that impede critical reflection in the workplace. Research limitations/implications To understand how to introduce constructivist elements to instructivist learning cultures, and to sustain it, HRD scholars in the Middle Eastern countries need to diminish the misalignment between instructional philosophies of trainers, trainees and national or institutional systems. Practical implications Understanding how policy, resources, infrastructure and culture influence learning expectations is vital to introducing innovative training activities or scaling them up to other workshops and systems. Originality/value This research sheds light on HRD education in the Middle Eastern countries; provides an overview of employment challenges and opportunities to improve workplace learning; and provides scholars, practitioners and other stakeholders interested in HRD with suggestions to develop successful workforce education.

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Section: Resultsmentioning

confidence: 99%

Human resource education in the Middle East region

Dirani

Hamie

2017

EJTD

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“…Furthermore, according to (9), the goal of learning is to achieve efficient and effective instructional goals. It is vital to first identify the challenges that must be solved to reach the learning objectives (10).…”

Section: Discussionmentioning

confidence: 99%

Measuring the Learning Model’s Effectiveness in the Medical Surgical Nursing course

Juliani¹,

Rusmono²,

Winarsih³

2023

Gac Méd Caracas

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Objective: Learning process activities should be carried out in a deliberate and systematic effort to achieve learning goals in the cognitive, affective, and psychomotor domains by changes in attitudes and behavior. When the learning process is well-executed, good learning objectives can be achieved. It is vital to have a good learning design to achieve a good learning process. The aim of this study was to create a detailed, methodical, and accurate description of the facts, qualities, and relationships between the phenomena being studied.

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“…In order to take actions to participate in the activities, students need to be well informed of the purposes of the activities. For example, Merrill (, p. 271) emphasises the importance and effectiveness of instruction in any learning landscape to make the learning experiences effective, efficient and engaging. In particular, “open‐ended learning environments,” like the one this project is located in, require more sophisticated instructional design than with more direct instruction.…”

Section: Discussionmentioning

confidence: 99%

Co‐evolution of mobile language learning: Going global with games consoles in higher education

Hemmi¹,

Narumi-Munro²,

Alexander³

et al. 2013

Brit J Educational Tech

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Game consoles have been adopted as a learning platform in school education. However, there is a scarcity of studies examining the utility of games consoles with built-in WiFi as affordable learning platforms in universities. This paper contributes to knowledge about the capacity of the Nintendo DSi to create new learning spaces mediated and supported by DSi consoles, free Flipnote Studio software for DS and a dedicated course website. An application of the DSi is described for remote supplemental language tutorial activities linking a dispersed body of students on a year-abroad programme. It was found that the use of DSi as a mobile learning platform has great potential if it is used in combination with shared webspace, such as Hatena, by increasing students' learning motivation and eliminating fears/uncertainty about their progress.

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Why Basic Principles of Instruction Must Be Present in the Learning Landscape, Whatever Form It Takes, for Learning to Be Effective, Efficient and Engaging

Cited by 18 publications

References 9 publications

Human resource education in the Middle East region

Human resource education in the Middle East region

Measuring the Learning Model’s Effectiveness in the Medical Surgical Nursing course

Co‐evolution of mobile language learning: Going global with games consoles in higher education

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