Pengaruh Model Pembelajaran Meaningful Instruction Design Terhadap Kemampuan Metakognitif Peserta Didik di Sekolah Dasar

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Yoyo Zakaria Ansori ◽  
Wina Dwi Puspitasari ◽  
Euis Ratnawati
Keyword(s):  
Instruction Design

Individualized Web-Based Instructional Design

2011 ◽  
pp. 375-388
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

Elders' Schema for Taking Medication: Implications for Instruction Design

1991 ◽  
Vol 46 (6) ◽  
pp. P378-P385 ◽  
Author(s):  
D. Morrow ◽  
V. Leirer ◽  
P. Altieri ◽  
E. Tanke
Keyword(s):  
Instruction Design

scholarly journals Scenario-Based Instruction Design as a Tool to Promote Self-Regulated Language Learning Strategies

SAGE Open ◽  
2016 ◽  
Vol 6 (4) ◽  
pp. 215824401668417
Author(s):  
Meral Seker
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Training Experience ◽  
Based Instruction ◽  
The Impact ◽  
Instruction Design

The study investigated the impact of scenario-based instruction on language learners’ awareness and use of self-regulated language learning (SRL) strategies to provide an instructional design to successfully promote them. The scenario-based SRL strategy instruction design developed in the study was based on Oxford’s Strategic, Self-Regulation (S2R) Model. Following an experimental design, the data were gathered from foreign language learners ( N = 125) at a state university through three instruments: the Strategy Inventory for Language Learning, whole-class discussions, and semistructured interviews. Although the quantitative data from the inventory helped determine the level of reported strategy use by learners, the additional qualitative data were gathered to elicit learners’ reflections to determine SRL awareness during and following the training experience. Analyzing pre- and posttraining results from the control and the experimental groups indicated significant differences with an increased awareness and a higher reported use of strategies for the experimental group. The results are meant to help guide future directions in strategy instruction for foreign language learning.

Instruction design to minimize program size

1974 ◽  
Vol 3 (4) ◽  
pp. 41-44 ◽  
Author(s):  
James F. Wade ◽  
Paul D. Stigall
Keyword(s):  
Instruction Design
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