Non‐linear instructional design model: eternal, synergistic design and development

Crawford, Caroline M.

doi:10.1111/j.0007-1013.2004.00400.x

Cited by 34 publications

(17 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…“Instructional design [had] developed into an artistic science” (Crawford, , p. 414) by the “noughties,” with greater recognition of its importance as an applied form of learning theory to optimise learning (Mukhopadhyay & Parhar, ). Instructional design of online environments was becoming recognised as its own medium, moving towards more student‐centred and activity‐based design (Carr‐Chellman & Duchastel, ), and instructional models were developed (eg, Alonso, Lopez, Manrique, & Vines, ) in order to further assist educators and designers to create learner‐centred environments (see instructional – design – evaluation, instructional – design – based – system – computer – model and individual – students – study – learning – environment ), informed by and applying theory (eg, self‐determination, Cheng & Yeh, ).…”

Section: Resultsmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

147

View full text Add to dashboard Cite

Reflecting on 50 years of educational technology research, a content and authorship analysis was conducted of 1777 research article titles and abstracts, published in the British Journal of Educational Technology (BJET) from 1970 to Issue 3, 2018. A textmining tool (Leximancer) was used to identify key concepts and themes emerging throughout each of the five decades, which were then compared to those found in a previous analysis of Computers & Education, as well as the most cited BJET publications in each decade. The framework of West and Rich (2012) was then used to provide guidance on BJET's rigour, impact and prestige. Common themes in BJET throughout the past 50 years have included the evolution of teaching and learning in distance education, the emergence of instructional design, misunderstanding between practitioners and learning designers, issues of pre and in-service teacher education and technology uptake by educators and students, including the confidence to do so, the technology skills of educators and students, as well as a lack of institutional support to provide space and time for training and integration to occur. The authorship analysis revealed an encouraging increase in international identity over time, with 60% of articles in BJET published by an author outside of the UK over the past 50 years, and 79% in the past decade. Despite this, contributions from South America, the Middle East and Africa are vastly underrepresented, and authors from these regions need further support from the field. Suggested future research areas include finding alternative models of educator professional development, further exploration of the role of theory and policy, as well as the rise of co-authorship and collaborative research. © 2018 British Educational Research AssociationRevisiting five decades of educational technology research 13Approaching this important milestone prompted the editorial team and the authors of this paper to consider the contribution that BJET has made to the field, but also to question the identity of the journal and in particular to ponder how "British" the British Journal of Educational Technology actually is. In a recent editorial (Hennessy, Girvan, Mavrikis, Price, & Winters, 2018), the editors Practitioner NotesWhat is already known about this topic• The British Journal of Educational Technology (BJET) is one of the most established and prestigious in the field, with its 50th anniversary this year. • An increasing number of bibliometric and content analyses of educational technology journals are being published, in order to gain an understanding of the history and development of the field, but research gaps exist in understanding author country of origin, gender and (academic) position. • The topics 'online learning' and 'learning environments' became widely published topics in BJET after 2008.posited that "BJET remains remarkably international despite its name" (p. 3), with UK contributions totalling 16% of articles in 2017, and the rest hailing from 19 different countries. Upon clos...

show abstract

Section: Resultsmentioning

confidence: 99%

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Bond¹,

Zawacki‐Richter²,

Nichols³

2018

Brit J Educational Tech

147

View full text Add to dashboard Cite

show abstract

“…Evaluation may also be seen as important throughout the various phases of design and development, not just at the end (e.g., Braden 1996;Crawford 2004). From this perspective, evaluation at nearly every juncture offers feedback that may continually inform the design process and alert designers to problems that emerge along the way.…”

mentioning

confidence: 99%

How do instructional designers evaluate? A qualitative study of evaluation in practice

Williams

South²,

Yanchar

et al. 2011

Education Tech Research Dev

View full text Add to dashboard Cite

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expertnovice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.Evaluation has long played a key role in instructional design and development-at least in theory. Perhaps most obviously, evaluation is thought to indicate that a designed learning experience does or does not (to whatever degree) achieve intended learning outcomes.

show abstract

“…ISD is the terminology applied to the 'distinct systematic process through which evolves an instructional project' (Crawford, 2004). Crawford further suggests that 'instructional design delineates a process to follow, through which a conception and understanding of the complex problem is derived'.…”

Section: Effective E-learningmentioning

confidence: 99%

Engaging Learners

Dowdle

2006

Architectural Engineering and Design Management

View full text Add to dashboard Cite

Non‐linear instructional design model: eternal, synergistic design and development

Cited by 34 publications

References 6 publications

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology

How do instructional designers evaluate? A qualitative study of evaluation in practice

Engaging Learners

Contact Info

Product

Resources

About