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ERIC Number: ED516326
Record Type: Non-Journal
Publication Date: 2010
Pages: 200
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-2301-4
Characteristics of Context for Instructional Design
Hansen, Brett E.
ProQuest LLC, Ph.D. Dissertation, Capella University
The fast-paced and continual change experienced in the workplace requires graduates to possess knowledge that can immediately transfer to their chosen profession so that they can quickly become productive and successful. Learning in context is known to have positive effects on learning and facilitate the transfer of knowledge from learning environment to application. However, integrating actual contexts as a component of designing instruction is not strongly embraced by instructional designers; nor are context-based learning environments widely accepted in higher education. A contributing factor to the limited use of context is that many theories that describe the integration of real-world contexts in learning do so at a high level of abstraction. An elemental definition of context is needed to understand and provide design attributes of context for instructional design. To facilitate this definition, Internet job postings were recognized as providing unbiased descriptions of workplace contexts. An ethnographic content analysis of Internet job postings was accomplished to discover and define the elements of context. Using ATLAS.ti[R] (Computer Assisted Qualitative Data Analysis Software), 173 job postings for instructional designers were reviewed, coded, and the elements and relationships of context modeled. The resultant context model provides a usable basis for instructional designers to better understand and design context-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A