Applying learning theories and instructional design models for effective instruction

Khalil, Mohammed K.; Elkhider, Ihsan A.

doi:10.1152/advan.00138.2015

Cited by 244 publications

(239 citation statements)

References 43 publications

(47 reference statements)

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“…It was also recommended to shift the training module to other majors or subjects, such as English education; and finally partially help either directly or indirectly generalize the training module to other multi-ethnic communities under the similar context of Yunnan Province. Thus, future researches may extend the challenge of other training models according to different emphasis in different situations, for instance, one alternative is the Dick and Carey Model, which underlines to provide detailed step-by-step processes especially for novice instructional designers to follow the systematic approach in designing instruction (Dick & Carey, 2005); another alternative is the Kirkpatrick Model, which highlights for analyzing and evaluating the results of training to determine aptitude based on four levels criteria (Reaction, Learning, Behavior, and Results) for both informal and formal styles of training (Khalil & Elkhider, 2016).…”

Section: For Future Researchmentioning

confidence: 99%

Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools

Youxing

Surasin²,

Prabjandee³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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APA Citation:Xiao, Y., Surasin, J., & Prabjandee, D. (2020). Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools. AbstractThis study aimed to investigate the current needs of student-teachers' professional development, develop a training module to improve their initial ELT proficiency and determine its effectiveness. The mixed methods research design with parallel strategy, starting with the quantitative and following by the qualitative research methods were employed in eliciting various sets of research data. Numerous instruments were utilized in different stages with 168 respondents (student-teachers and English teachers), 18 informants (parents, kindergarten English teachers, principles ans stakeholders) and 58 participants (student-teachers). The ADDIEM training process was adopted as a guideline for the framework to develop the training module. The study resulted in the following outcomes: 1) fourteen prioritized topics within the four transformed training modules (Linguistic Bases, Lesson Design, Teaching Techniques and Teaching Demonstration) were identified as the challenges facing the current studentteachers; 2) training objectives and its syllabus, lesson plans, instructional strategies, training participants and location, delivery of the training, and training evaluation and improvement were defined sequentially in each phase as the specific components of the training activities; and, 3) the ADDIEM Training Process, constituting of the six phases of need analysis, design, development, implementation, evaluation and modification, was merged systematically to develop a feasible training module, and the training program was highly accepted because of its effectiveness of great benefit and satisfaction. Finally, the constructive recommendations in view of focusing on establishing a pleasant teaching and learning environment, ensuring sufficient training periods, identifying the trainer's professional traits and competences, specifying trainees' background knowledge, altering training models at the in-service level were made for future practice and research.

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Section: For Future Researchmentioning

confidence: 99%

Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools

Youxing

Surasin²,

Prabjandee³

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…However, there is some empirical evidence on the effectiveness of the 4C/ID-model on complex learning training programs such as medicine and dental medicine (Postma & White, 2015Vandewaetere, et al, 2015;Maggio, et al, 2015), and science and informatics (Lim, et al, 2009;van Rosmalen, et al, 2014;Melo & Miranda, 2015;Halil & Elkhider, 2016).…”

Section: Multimedia Learning and The 4c/id-modelmentioning

confidence: 99%

The 4C/ID-Model in Physics Education: Instructional Design of a Digital Learning Environment to Teach Electrical Circuits

Melo¹

2018

INT J INSTRUCTION

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In this paper, readers are guided through the design and development of educational programs based on the 4C/ID model. This was illustrated via a practical example in Physics education, to teach the theme "Electrical circuits" to students of the 9th grade of compulsory education. In the article, the followed steps are described, from prototyping to development and implementation, to building two learning modules: electrical circuits' representations, and characteristics of series, and parallel circuits. Furthermore, the study was to present an educational innovation that represents the transition from traditional, fragmented and classroom-based learning to an integrated digital learning environment based on experimental tested instructional design principles, to instructional designers and teachers. To test the effect of the learning environment on the students' learning, an experimental group was established on which the learning environment was used and a control group on which the theme of electrical circuits was taught by resorting to the teacher's exposition and performing exercises in the student's book.

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“…To attain effective teaching and learning outcomes, the instructional theories are employed to lead the development of instructional design strategies that produce applicable cognitive processes. The systematic process in the designing of instruction aims to increase instructional efficiency and facilitate students' learning (Khalil & Elkhider, 2016). Instructional design models translate the learning and instruction theory by offering a procedural framework for developing instructional materials and creating an environment for successful learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Blended Learning Materials using Cognitive Load Theory

Sithole¹

2019

JMAA

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Online units of study are now an integral part of accounting education programs. Educators are increasingly becoming responsible for developing and teaching asynchronous online units, which can be challenging. This paper describes the transition of a blended working in professions unit by enhancing the blended materials using cognitive load theory (CLT) at an Australian university. Blended learning significantly reduces face-to-face instruction by integrating online learning experiences. To assess the perceptions of learners on enhanced blended learning materials, survey data were collected and student perception ratings were compared in blended learning environments incorporating CLT concepts and without CLT. Results show that student rated blended learning environments incorporating CLT highly, thus empirically validating the use of CLT in accounting education. The article concludes with suggestions of how accounting educators can incorporate CLT into online accounting instruction.

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Applying learning theories and instructional design models for effective instruction

Cited by 244 publications

References 43 publications

Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools

Development of a training module to improve initial ELT proficiency among student-teachers in multi-ethnic community schools

The 4C/ID-Model in Physics Education: Instructional Design of a Digital Learning Environment to Teach Electrical Circuits

Enhancing Blended Learning Materials using Cognitive Load Theory

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