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Direct linkGwen Weeldenburg; Menno Slingerland; Lars B. Borghouts; Len Kromkamp; Bart van Dijk; Eva van der Born; Steven Vos – Educational Technology Research and Development, 2024
Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such…
Descriptors: Faculty Development, Physical Education, Usability, Rating Scales
Sentz, Justin; Stefaniak, Jill; Baaki, John; Eckhoff, Angela – Educational Technology Research and Development, 2019
This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, delivery medium, and technology within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed…
Descriptors: Cognitive Ability, Instructional Design, Vignettes, Teaching Methods
Willems, Patricia P.; Gonzalez-DeHass, Alyssa R.; Powers, Jillian R.; Musgrove, Ann – Educational Technology Research and Development, 2021
Instructional methods in higher education are changing in response to the growing popularity for distance learning courses. Investigating methods of instruction that will assist in the manner that coursework is taught in online courses is therefore a significant enterprise to research. Specifically, examining the relation between theory and…
Descriptors: Authentic Learning, Case Method (Teaching Technique), Mastery Learning, Goal Orientation
Sugar, William A.; Luterbach, Kenneth J. – Educational Technology Research and Development, 2016
Through consideration of critical incidents, this study analyzed 106 effective, ineffective and extraordinary instructional design and multimedia production (MP) activities discussed by 36 instructional design professionals. This evaluation provided insights into these professionals' best and not so best practices during the past 6 months.…
Descriptors: Critical Incidents Method, Theory Practice Relationship, Instructional Design, Teaching Methods
Yanchar, Stephen C.; South, Joseph B.; Williams, David D.; Allen, Stephanie; Wilson, Brent G. – Educational Technology Research and Development, 2010
This study employed a qualitative research design to investigate instructional designers' views and uses of conceptual tools in design work (e.g., learning theories and design theories). While past research has examined how instructional designers spend their time, how they generally make decisions, and expert-novice differences, little attention…
Descriptors: Learning Theories, Instructional Design, Qualitative Research, Theory Practice Relationship
Peer reviewedHiggins, Norman; And Others – Educational Technology Research and Development, 1989
The introductory article for the first issue of this journal reviews the issues and process that led to the decision by the Association for Educational Communications and Technology (AECT) board to co-publish the "Educational Communication and Technology Journal" and the "Journal of Instructional Development" in a new journal.…
Descriptors: Computer Assisted Instruction, Content Analysis, Educational Research, Educational Technology
Peer reviewedNicaise, Molly; Crane, Michael – Educational Technology Research and Development, 1999
Examines how educational theory translates into classroom practice. Students in a graduate course learned about educational theory by creating a hypermedia chapter for a Web-based book. Findings indicated: most students were highly satisfied with the course; some transferred learning; and students developed skills and knowledge with instructional…
Descriptors: Educational Practices, Educational Technology, Educational Theories, Graduate Study
