Chapter2017

Designing Effective Instruction

Unknown author

936 citations0/0 files storedSage eBooks

No readable copy stored yet — this record is metadata only.

Visual and Cognitive Learning Processes Human Resource Development and Performance Evaluation Educational Assessment and Pedagogy

Abstract

Preface. Chapter 1. Introduction to the Instructional Design Process. Chapter 2. Identifying the Need for Instruction. Chapter 3. Learner and Contextual Analysis. Chapter 4. Task Analysis. Chapter 5. Instructional Objectives. Chapter 6. Designing the Instructions: Sequencing. Chapter 7. Designing the Instruction: Strategies. Chapter 8. Designing the Instructional Message. Chapter 9. Developing Instructional Materials. Chapter 10. The Many Faces of Evaluation. Chapter 11. Developing Evaluation Instruments. Chapter 12. Using Evaluation to Enhance Programs: Conducting Formative and Summative Evaluations. Chapter 13. The Role of the Instructional Designer. Chapter 14. Planning and Project Management. Chapter 15. Planning for Instructional Implementation. Appendix. Problem Identification. Glossary.

Citations in this library

Stored only when both papers are in the corpus — 936 citations exist upstream.

References

1974Principles of Instructional Design

Cited by

2016The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use 2016Using the flipped classroom to enhance EFL learning 2019A literature review: efficacy of online learning courses for higher education institution using meta-analysis 2020The effect of online learning on communication between instructors and students during Covid-19 pandemic 2018Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis 2016Stop propagating the learning styles myth 2012Emotional presence, learning, and the online learning environment 2011Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence

Imported from OpenAlex (CC0) — nothing here is generated.