scholarly journals Applying learning theories and instructional design models for effective instruction

2016 ◽  
Vol 40 (2) ◽  
pp. 147-156 ◽  
Author(s):  
Mohammed K. Khalil ◽  
Ihsan A. Elkhider
Keyword(s):  
Instructional Design ◽  
Faculty Members ◽  
Instructional Materials ◽  
Learning Theories ◽  
Design Strategies ◽  
Design Models ◽  
Effective Learning ◽  
Instructional Design Models ◽  
Design Activities ◽  
Theoretical Evidence

Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.

scholarly journals Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Tawffeek A. S. Mohammed ◽  
Mustapha Saidi ◽  
Blanche Nyingone Assam ◽  
Elsanosi M. Eldokali
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Language Learning ◽  
South African ◽  
Reference Model ◽  
Instructional Materials ◽  
Computer Assisted ◽  
Design Models ◽  
Wide Range ◽  
Instructional Design Models

Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.

Designing Effective Computer-Based Learning Materials

2011 ◽  
pp. 571-579
Author(s):  
Mohamed Ally
Keyword(s):  
Instructional Design ◽  
Intelligent Agents ◽  
Learning Theories ◽  
Design Development ◽  
Design Models ◽  
Autonomous Action ◽  
Learner Analysis ◽  
Computer Based Learning ◽  
Instructional Design Models ◽  
History Of

This entry begins by discussing the history of computerbased learning (CBL), followed by a description of learning theories and instructional design models that are being used to design CBL materials. The chapter concludes by proposing a model for designing CBL materials. The model proposed is based on current instructional design models but goes beyond these models by suggesting the use of intelligent agents to capitalize on the power of the computer in CBL. Instructors and tutors working in CBL one-to-one environments claim that it takes more time to design, develop, and deliver instruction when compared to face-to-face delivery. The main reason for extra time is the lack of use of the power of the computer in CBL. The author is suggesting the use of intelligent agents in the design, development, and delivery of instructions in CBL. Intelligent agents can be used to conduct learner analysis after interacting with the learner, assemble the content, and prescribe instructional strategies for individual learners after forming a profile of the learner. Intelligent agents can also be used to manage learners’ interaction and participation in the CBL process, freeing the tutor to do other human-related tasks. Wooldridge and Jennings (1995) defined an intelligent agent as a computer system that is capable of flexible autonomous action in order to meet its design objectives.

Designing Effective Computer-Based Learning Materials

2011 ◽  
pp. 525-533
Author(s):  
Mohamed Ally
Keyword(s):  
Instructional Design ◽  
Intelligent Agents ◽  
Learning Theories ◽  
Design Development ◽  
Design Models ◽  
Autonomous Action ◽  
Learner Analysis ◽  
Computer Based Learning ◽  
Instructional Design Models ◽  
Computer Based

This entry begins by discussing the history of computer-based learning (CBL), followed by a description of learning theories and instructional design models that are being used to design CBL materials. The chapter concludes by proposing a model for designing CBL materials. The model proposed is based on current instructional design models but goes beyond these models by suggesting the use of intelligent agents to capitalize on the power of the computer in CBL. Instructors and tutors working in CBL one-to-one environments claim that it takes more time to design, develop, and deliver instruction when compared to face-to-face delivery. The main reason for extra time is the lack of use of the power of the computer in CBL. The author is suggesting the use of intelligent agents in the design, development, and delivery of instructions in CBL. Intelligent agents can be used to conduct learner analysis after interacting with the learner, assemble the content, and prescribe instructional strategies for individual learners after forming a profile of the learner. Intelligent agents can also be used to manage learners’ interaction and participation in the CBL process, freeing the tutor to do other human-related tasks. Wooldridge and Jennings (1995) defined an intelligent agent as a computer system that is capable of flexible autonomous action in order to meet its design objectives

Tying it Together

2020 ◽  
pp. 118-130
Keyword(s):  
Instructional Design ◽  
Conceptual Framework ◽  
External World ◽  
Learning Theories ◽  
Learner Characteristics ◽  
Design Models ◽  
Instructional Objectives ◽  
Efficient Delivery ◽  
Five Senses ◽  
The One

Here, the proposed conceptual framework is brought together as a whole. It begins with the way we communicate with and know the external world by way of our five senses. The roles of the emotions in the memory are examined as memory is foundational to learning. Theories of learning play an important role in the conceptual framework. From the multitude of those available, we must select one or parts of several to apply to the task. One must also consider the various instructional design models and theories and select the one that best fits our instructional objectives. The nine instructional events as identified by Dr. Robert Gagné serves as a pattern for delivering instruction. Learner characteristics provide insight on how to deliver the instruction to a group of students. Evolving instructional technology can help by providing the means of effective and efficient delivery of instruction.

Instructional Design Models

2013 ◽  
pp. 607-615 ◽  
Author(s):  
Andrew S. Gibbons ◽  
Elizabeth Boling ◽  
Kennon M. Smith
Keyword(s):  
Instructional Design ◽  
Design Models ◽  
Instructional Design Models

Compatibility of Common Instructional Models With the DACUM Process

2016 ◽  
Vol 28 (2) ◽  
pp. 69-75
Author(s):  
Warren Wyrostek ◽  
Steven Downey
Keyword(s):  
Instructional Design ◽  
Resource Availability ◽  
Instructional Models ◽  
Design Models ◽  
Occupational Roles ◽  
Instructional Design Models

Practitioners use an expansive array of instructional design models. Although many of these models acknowledge the need for analyzing occupational roles, they do not define steps for conducting these analyses. This article reviews prominent models and provides prescriptive guidance for selecting appropriate models given a project’s (a) Product Requirements, (b) Resource Availability, and (c) Philosophical Compatibility with DACUM (Developing a CurriculUM) procedures.

An evaluation on instructional systems design

2020 ◽  
Vol 12 (1) ◽  
pp. 30-41
Author(s):  
Huseyin Uzunboylu ◽  
Emine Kosucu
Keyword(s):  
Instructional Design ◽  
Systems Approach ◽  
Instructional System ◽  
Systems Design ◽  
Specific Model ◽  
Instructional System Design ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
Design Models ◽  
Instructional Design Models

Instructional design and instructional systems design concepts different from the direction of the field lead to confusion as it includes similar use cases from time to time. Instructional design models have different characteristics, and in different areas, in line with the needs of nature according to the purpose of alternating the use of different models, it affects the efficiency. Each model is developed that fixing the underlying spots is the best way to a need for designs designed which varies depending on the model. Some models of the objectives underlying the selection and use of different models have the highest level while improving strategies constitute a more important structure. With this assessment, the instructional design, instructional systems design, systems approach and instructional system design models, by examining the historical development of these models and their distinctive features, will be explained in connection with curriculum development. Thus, referring to the different points of each model and specific model, with respect to instructional systems design, the difference in instructional design, space and design process is studied. Keywords: Instructional systems design, instructional design, instructional design models.

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