Abdollah Bahrami; Hassan Rastegarpour
Abstract
This study aims to examine and explain the theories, principles, and strategies of instructional design proposed by David Merrill. This is a descriptive analytical study and has been carried out to provide a deeper understanding of the theoretical principles of instructional design by Merrill. By searching ...
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This study aims to examine and explain the theories, principles, and strategies of instructional design proposed by David Merrill. This is a descriptive analytical study and has been carried out to provide a deeper understanding of the theoretical principles of instructional design by Merrill. By searching related resources, theories and approaches to Merrill’s design, including Component Display Theory, Knowledge Objects, and Task-Based Instructional Strategy were accurately analyzed. In addition, the basics of instruction-normative principles based on experience or research to facilitate instructional effectiveness were identified. In addition, an attempt was made to answer two central questions "what is to be taught?" and "How should it be taught?” which need to be responded by instructional design. The sources of the research include 49 articles and books written by Merrill until 2012. The content of these sources have been analyzed by purposive sampling. Results suggest that learners that took part in task-based courses, which take advantage of basic principles, show more satisfaction and interest in the course and in fact, have a better performance compared to traditional courses. In the end, it is believed that the effectiveness, efficiency, and attractiveness of a product or specific course depend on the amount these theories, strategies, and instructional design principles are used.
