Page 1. After defining distance education, the authors discuss design of Web pages used for dista... more Page 1. After defining distance education, the authors discuss design of Web pages used for distance education and present instructional strategies. Designing Instruction for Learning in Electronic Classrooms Gary R. Morrison, Peter F. Guenther ...
Educational Technology Research and Development, 2005
The purpose of this article is to review and critique each of the research studies published in t... more The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations
Handbook of Improving Performance in the Workplace: Instructional Design and Training Delivery, 2009
ABSTRACT Evaluation is an essential component of the instructional design process: (a) as the pro... more ABSTRACT Evaluation is an essential component of the instructional design process: (a) as the products are being developed, (b) when they are in completed form and ready for release and (c) as they are being employed over time. Evaluation can and should take place at different phases of the instructional design process. The evaluation applications have names-formative, summative, and confirmative. Formative evaluation is used to provide feedback to designers as the instruction is “forming” or being developed. Summative evaluation is conducted to determine the degree to which a completed instructional product produces the intended outcomes. Confirmative evaluation examines the success of instruction as it is used over time. This chapter examines the purposes and practices of each type of evaluation in more detail.Controlled Vocabulary TermsEvaluation and selection; Instructional design; Summative assessment
Page 1. How to Get Research Articles Published in Professional Journals by Steven M. Ross and Gar... more Page 1. How to Get Research Articles Published in Professional Journals by Steven M. Ross and Gary R. Morrison ~ n three earlier articles in Tech Trends, we provided advice to instructional technology researchers on three ...
Page 1. After defining distance education, the authors discuss design of Web pages used for dista... more Page 1. After defining distance education, the authors discuss design of Web pages used for distance education and present instructional strategies. Designing Instruction for Learning in Electronic Classrooms Gary R. Morrison, Peter F. Guenther ...
Page 1. Journal of Educational Psychology 1991.VO1.83.NO. 1,61-68 Copyright 1991 by the American ... more Page 1. Journal of Educational Psychology 1991.VO1.83.NO. 1,61-68 Copyright 1991 by the American Psychological Association, Inc. 0022-0663/91/S3.00 The Role of Rewording and Context Personalization in the Solving of Mathematical Word Problems ...
ABSTRACT In this rejoinder to Mazoué (J Comput High Educ, 2012) article, “the deconstructed campu... more ABSTRACT In this rejoinder to Mazoué (J Comput High Educ, 2012) article, “the deconstructed campus,” we react to his arguments regarding the replacement of face-to-face teaching on college campuses with computer-supported approaches, including on-line learning, intelligent cognitive tutors, and open-ended learning environments where, rather than being confined to standard degree programs, students act increasingly as “free agents” in constructing and selecting learning experiences that interest them. While agreeing that such changes are inevitable and potentially beneficial in improving teaching and learning in higher education for the twenty-first century, we take issue with Mazoué’s strident criticism and dismissal of the contributions of human teachers to student development via coaching, modeling, and selected uses of didactic instruction. More fundamentally, we caution against embracing technology solutions lacking credible evidence of effectiveness for learning and implementation feasibility. We argue instead that instructional design processes, not media, need to form the anchor for course and experiential learning design, both older and cutting edge forms.
Page 1. After defining distance education, the authors discuss design of Web pages used for dista... more Page 1. After defining distance education, the authors discuss design of Web pages used for distance education and present instructional strategies. Designing Instruction for Learning in Electronic Classrooms Gary R. Morrison, Peter F. Guenther ...
Educational Technology Research and Development, 2005
The purpose of this article is to review and critique each of the research studies published in t... more The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations
Handbook of Improving Performance in the Workplace: Instructional Design and Training Delivery, 2009
ABSTRACT Evaluation is an essential component of the instructional design process: (a) as the pro... more ABSTRACT Evaluation is an essential component of the instructional design process: (a) as the products are being developed, (b) when they are in completed form and ready for release and (c) as they are being employed over time. Evaluation can and should take place at different phases of the instructional design process. The evaluation applications have names-formative, summative, and confirmative. Formative evaluation is used to provide feedback to designers as the instruction is “forming” or being developed. Summative evaluation is conducted to determine the degree to which a completed instructional product produces the intended outcomes. Confirmative evaluation examines the success of instruction as it is used over time. This chapter examines the purposes and practices of each type of evaluation in more detail.Controlled Vocabulary TermsEvaluation and selection; Instructional design; Summative assessment
Page 1. How to Get Research Articles Published in Professional Journals by Steven M. Ross and Gar... more Page 1. How to Get Research Articles Published in Professional Journals by Steven M. Ross and Gary R. Morrison ~ n three earlier articles in Tech Trends, we provided advice to instructional technology researchers on three ...
Page 1. After defining distance education, the authors discuss design of Web pages used for dista... more Page 1. After defining distance education, the authors discuss design of Web pages used for distance education and present instructional strategies. Designing Instruction for Learning in Electronic Classrooms Gary R. Morrison, Peter F. Guenther ...
Page 1. Journal of Educational Psychology 1991.VO1.83.NO. 1,61-68 Copyright 1991 by the American ... more Page 1. Journal of Educational Psychology 1991.VO1.83.NO. 1,61-68 Copyright 1991 by the American Psychological Association, Inc. 0022-0663/91/S3.00 The Role of Rewording and Context Personalization in the Solving of Mathematical Word Problems ...
ABSTRACT In this rejoinder to Mazoué (J Comput High Educ, 2012) article, “the deconstructed campu... more ABSTRACT In this rejoinder to Mazoué (J Comput High Educ, 2012) article, “the deconstructed campus,” we react to his arguments regarding the replacement of face-to-face teaching on college campuses with computer-supported approaches, including on-line learning, intelligent cognitive tutors, and open-ended learning environments where, rather than being confined to standard degree programs, students act increasingly as “free agents” in constructing and selecting learning experiences that interest them. While agreeing that such changes are inevitable and potentially beneficial in improving teaching and learning in higher education for the twenty-first century, we take issue with Mazoué’s strident criticism and dismissal of the contributions of human teachers to student development via coaching, modeling, and selected uses of didactic instruction. More fundamentally, we caution against embracing technology solutions lacking credible evidence of effectiveness for learning and implementation feasibility. We argue instead that instructional design processes, not media, need to form the anchor for course and experiential learning design, both older and cutting edge forms.
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