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ERIC Number: EJ1102352
Record Type: Journal
Publication Date: 2016-Jun
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1629
EISSN: N/A
Paradigms Revisited: A Quantitative Investigation into a Model to Integrate Objectivism and Constructivism in Instructional Design
Elander, Kelly; Cronje, Johannes C.
Educational Technology Research and Development, v64 n3 p389-405 Jun 2016
While learning interventions were traditionally classified as either objectivist or constructivist there has been an increasing tendency for practitioners to use elements of both paradigms in a consolidated fashion. This has meant a re-think of the two perspectives as diametrically opposite. A four-quadrant model, first proposed in this journal was tested to see to what extent instructional design practitioners were, in fact, integrating elements of both paradigms into a single learning event. After a pilot and a main study involving 214 designers it was found that all their courses did, in fact present somewhere in the four quadrants of the matrix, rather than to fall on a supposed straight line. The results of this study show that the matrix may be useful in describing the choices made by instructional designers when they select elements of instructional design.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A