Instructional design scholars have emphasized the development of theories and models more than the study of professional practice. Although both theoretical and practical knowledge are essential in a professional discipline, the field has not yet articulated the relationship between the two types of knowledge and how understanding this…

Relates differences between education and training to the difference between hunting and fishing. Discusses instructional methods and design, principles, objectives, and theories. (AEF)

Reports on a survey of 42 post-secondary teachers about online instructional methods and strategies. The results are discussed in terms of Yelon's instructional principles: meaningfulness, prerequisites, open communication, organized essential ideas, learning aids, novelty, modeling, active appropriate practice, pleasant conditions and…

Discusses the link between the theoretical principles of constructivism, the practice of instructional design, and the practice of teaching. Defines constructivism, lists three primary principles of learning and understanding, identifies eight instructional principles needed for the design of constructivist learning environments, and presents a…

An outline of some instructional principles by which reading instruction may be analyzed. (Author/HB)

Describes some of the many conceptions of learning that have guided the field of instructional design in two main periods: one focusing on learning from an objectivist perspective, which lasted most of the 20th century, and one focusing on learning from cognitive and social constructivist perspectives, which has dominated the past decade. (AEF)

Reviews the evolution of research on effective teaching in an effort to account for the lack of practical findings to assist classroom teachers. Four influences are detailed: teacher qualities vs the nature of teaching, lack of guiding theories/models, methodological problems, and the lack of criterion measures for comparisons. (RAO)