ERIC Number: EJ1097074
Record Type: Journal
Publication Date: 2016-Jun
Abstractor: As Provided
Applying Learning Theories and Instructional Design Models for Effective Instruction
Khalil, Mohammed K.; Elkhider, Ihsan A.
Advances in Physiology Education, v40 n2 p147-156 Jun 2016
Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.
Descriptors: Learning Theories, Instructional Design, Instructional Effectiveness, Educational Strategies, Outcomes of Education, Science Instruction, Cognitive Processes, Difficulty Level, Higher Education, Instructional Materials, Short Term Memory, Teaching Methods, Formative Evaluation, Summative Evaluation
American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: email@example.com; Web site: http://advan.physiology.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A