Saber Azimi; Elnaz Bahrayi
Abstract
With the entry into the information age and the development of new technologies and the creation of networked learning, the theory of connectivism learning was born. The aim of the current research is to design an educational design model that fits this approach. Inductive qualitative content analysis ...
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With the entry into the information age and the development of new technologies and the creation of networked learning, the theory of connectivism learning was born. The aim of the current research is to design an educational design model that fits this approach. Inductive qualitative content analysis method was used to obtain the categories of connectivism educational design model. In this way, first the sources related to this issue were studied and then categorization was done, and then from the categories, sub-categories and main categories of connectivism-oriented educational design model were extracted. The statistical population included all the articles, books, magazines, and internet sites about the theory of connectivism, from which samples were theoretically selected. In order to determine the order and sequence of the model categories and the shape of the educational design model, 7 educational technology experts were interviewed. Based on this research, a connectivism-oriented educational design model was designed, which is more specific and has more details than the previous models, which can be used for different educational designers both conceptually and operationally.
kiumars taghipour; hossein dehganzadeh; daryosh norozi
Abstract
The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant ...
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The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.
rahim Moradi; soraya Khazaee; Razie Karimi; Elahe Velayati
Abstract
This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest ...
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This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest and a control group. The population included all sixth grade female students with intellectual disability studying at special education centers of Khorramabad, Iran, during the academic year 2014-2015. Using convenient sampling, 30 students were selected and then randomly divided into two groups. The instrument used in this study was a researcher-made learning and retention quiz. The learning pre-test was administered by the researcher for both experimental and control groups. Then, the experimental group was trained through eight sessions using multimedia devices based on Gagné’s model, while the control group received the conventional treatment. Post-test was administered on both groups. The researcher administered the retention quiz on students two weeks after the completion of course. Statistical methods were employed at descriptive and inferential levels to analyze the statistical data. The findings suggested a significant difference between the experimental and control groups in terms of learning and retention rate. In fact, the experimental group achieved better learning and retention.
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.
