Reviews the basic assumptions of two paradigms of inquiry, the rationalist and the naturalist, to determine which one provides the best fit for one-to-one formative evaluation of instructional materials focusing on learnability issues. Conclusions suggest the naturalistic assumptions are more suitable. (13 references) (LRW)

This chapter advocates the use of naturalistic inquiry as a method for undertaking unobtrusive research in instructional development. The advantages of naturalistic inquiry are listed, and it is suggested that these advantages make this form of research very useful to the field of instructional development. It is argued that both naturalistic…

Critiques Aptitude-Treatment Interactions (ATI) as a major theoretical foundation for individualized instruction and argues that Content-Treatment Analysis (CTI), which assumes that no one learning treatment is appropriate for all subject content, is more appropriate. It is concluded that CTI should be given a greater role in instructional…

Discussed is the research method of "didactic engineering" and the potential theoretical problems of putting research findings into practical use as teaching methods in mathematics classrooms. Cited is the possible incompatibility between the theoretical principles of experimental methods and teachers' conceptions. (MDH)

This report considers a range of issues involved in doing case-study research with emphasis on the potential for and the problems associated with this approach in distance education. The report begins with an introduction to the case-study research methodology, noting that it is not widely recognized as an approach in distance education.…

This chapter presents Hutchinson's Metamethodology, which is a methodology for building methodologies. The methodology is composed of a set of rules and procedures that, when followed and applied to any problem area, will result in a systematic set of procedures for dealing with that problem area. The following major processes of the methodology…

Designed to serve both as a textbook and as a reference source for instructional developers who wish to keep up with developments in the field, this book presents a broad view of the field of instructional development (ID) together with in-depth descriptions of important new topics and the latest developments in the old ones. The 48 chapters,…

This examination of the topic of research in educational technology addresses four major areas: (1) why research is conducted in this area and the characteristics of that research; (2) the types of research questions that should or should not be addressed; (3) the most appropriate methodologies for finding answers to research questions; and (4)…

Discusses possibilities for joint instructional design projects between academic researchers and corporate sponsors in the private sector. Corporate training strategies are explained, research strategies are suggested that are currently in use at one corporation, Advanced Systems Inc., and guidelines are given for improving communication in joint…

Theorists, researchers, and practitioners should be problem solvers, and need to integrate research findings within practical models. Given a defined instructional problem, the recommendation of an appropriate solution should be based on the realization that only prescriptive design theory emphasizes methods and presentation specifications, and…

Following a discussion of the research-to-support-theory (RTST) model and problems with its use in research on computer-based instruction, the instructional development (ID) model is proposed. Definition, design, development, and dissemination stages of the ID model are described. Advantages of this model, particularly the inclusion of expert…

Discussion of research problems in instructional technology emphasizes two main needs: (1) development of a prescriptive research methodology; and (2) more front end analysis that produces a distinction between instructional design research and instructional development research. Two examples of research using the prescriptive technology approach…

This paper argues that formative evaluation of instruction, which is generally agreed to be critical for instruction in any medium, is even more crucial when the instruction is to be delivered by interactive technologies such as computers, interactive video, hypermedia, or the various forms of interactive multimedia systems. It begins by…

Current issues in educational communications and technology are addressed in this collection of 48 papers, in which research reports predominate. Topics discussed include factors related to the learner, e.g., field dependence/independence, learning strategies, information processing, spatial ability, cognitive style, and cognitive strategies.…

A review of the literature reveals little evidence that classroom decision making is an important component in teaching effectiveness. Studies investigating decision making before (preactive) and during (interactive) instruction indicate that teachers are preoccupied with activity flow and procedural concerns rather than with increasing student…