Training higher education teachers for instructional design of competency-based education: Product-oriented versus process-oriented worked examples

Hoogveld, Albert W.M.; Paas, Fred; Jochems, Wmg Wim

doi:10.1016/j.tate.2005.01.002

Cited by 74 publications

(46 citation statements)

References 28 publications

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“…The complexity of design problems, stresses the need for support. Teachers often use an unsystematic and intuitive approach to design problem solving (Hoogveld, 2005). Two kinds of support exist.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Boschman

McKenney

Voogt

2015

Computers & Education

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Section: Conclusion and Discussionmentioning

confidence: 99%

Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Boschman

McKenney

Voogt

2015

Computers & Education

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“…However, several recent studies have shown that worked examples can also be effective with less structured cognitive tasks such as learning how to apply an instructional design model (Hoogveld et al 2005), learning argumentation skills (Schworm and Renkl 2007), learning to construct concept maps ), learning to recognize designer styles (Rourke and Sweller 2009), or learning to reason about legal cases (Nievelstein et al 2010).…”

Section: For What Kinds Of Tasks Is Example-based Learning Effective?mentioning

confidence: 99%

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why examplebased learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. Bandura's (1977Bandura's ( , 1986) social learning theory. Both argue that it would be Educ Psychol Rev (2010) 22:155-174 Keywords

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“…• Three studies applying the 4C-ID Model determined that it supported teachers in designing learning tasks (Hoogveld et al, 2002); that product-oriented practices were more effective for teacher training in comparison to process-oriented practices (Hoogveld, Paas, & Jochems, 2005); and that instructional design should be applied in medical training (Levinson, 2010).…”

Section: Study Variablesmentioning

confidence: 99%

Content analysis of research trends in instructional design models: 1999-2014

Göksu

Özcan

Çakır

et al. 2017

JLD

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This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.

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Training higher education teachers for instructional design of competency-based education: Product-oriented versus process-oriented worked examples

Cited by 74 publications

References 28 publications

Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

Content analysis of research trends in instructional design models: 1999-2014

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