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How Do Canadian Faculty Members Imagine Future Teaching and Learning Modalities?
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George Veletsianos; Nicole Johnson; Shandell Houlden – Educational Technology Research and Development, 2024
This study, originally prompted by the impact of the COVID-19 pandemic on educational practices, examined Canadian faculty members' expectations of teaching and learning modalities in the year 2026. Employing a speculative methodology and thematic analysis, interview responses of 34 faculty members led to the construction of three hypothetical…
Descriptors: Foreign Countries, College Faculty, COVID-19, Pandemics
A Model for Understanding Formative Evaluation in Instructional Design.
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Weston, Cynthia; And Others – Educational Technology Research and Development, 1995
Presents a common language model for understanding the literature on formative evaluation in instructional design. Identifies participants, roles, techniques, and situations, and analyzes 11 instructional design texts. The model provides a decision-making template for designing an effective formative evaluation. (AEF)
Descriptors: Decision Making, Educational Development, Educational Environment, Formative Evaluation
A Model for Optimizing Step Size of Learning Tasks in Competency-based Multimedia Practicals.
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Nadolski, Rob J.; Kirschner, Paul A.; van Merrienboer, Jeroen J. G.; Hummel, Hans G. K. – Educational Technology Research and Development, 2001
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process worksheets-is determined on the basis of estimated part-task complexity. A developmental study of the…
Descriptors: Cognitive Processes, Competency Based Education, Educational Development, Instructional Design
Collaborative Knowledge Building: A Case Study.
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Gilbert, Nancy J.; Driscoll, Marcy P. – Educational Technology Research and Development, 2002
Investigates collaborative knowledge building in a graduate level course designed to incorporate specific constructivist learning principles. Results indicated the instructional strategies promoted collaborative knowledge building and the acquisition of key concepts through self-directed learning strategies. Results also indicated types of…
Descriptors: Computer Assisted Instruction, Constructivism (Learning), Cooperative Learning, Educational Development
Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation.
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Song, Sang H.; Keller, John M. – Educational Technology Research and Development, 2001
Examines the effects of a prototype of motivationally-adaptive computer-assisted instruction (CAI). Findings indicate CAI can be designed to be motivationally adaptive to respond to changes in learner motivation that may occur over time. Results also illustrate that the ARCS (attention, relevance, confidence, satisfaction) model can be useful and…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Educational Development, Instructional Design
Theoretical Foundations for Sound's Use in Multimedia Instruction To Enhance Learning.
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Bishop, M. J.; Cates, Ward Mitchell – Educational Technology Research and Development, 2001
Interface and instructional design guides almost completely ignore sound, and research suggests many promising instructional uses remain largely unexplored. Examines information processing and communication theoretical foundations for sound's systematic use in the instructional communication system and proposes a framework for a program of…
Descriptors: Acoustics, Computer Software Development, Computer System Design, Educational Development