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ERIC Number: ED554725
Record Type: Non-Journal
Publication Date: 2013
Pages: 161
Abstractor: As Provided
ISBN: 978-1-3032-3323-4
Espoused Theory and Theory-in-Use of Instructional Designers in the Use of Constructivism in Online Writing Instruction Programs
Merrell, Cheryl
ProQuest LLC, Ph.D. Dissertation, Capella University
Online Writing Instruction (OWI) has become a viable educational alternative in online instruction in the K-12 educational community. To continue to effectively compete in a global society, educators have identified a necessity for instruction that replicates real-world situations and problem-solving tasks which is consistent with constructivism. The prevailing OWI programs for the K-12 educational population claim to draw on tenets of constructivism, but in fact, it has been found that constructivism has actually challenged instructional designers to create meaningful learning activities and authentic problems online while guiding the process of knowledge construction to fulfill learners' needs. These challenges allude to Argyris and Schon's (1992) concepts on espoused theory and theories-in-use: the difference between what a practitioner may say or want to do, and what they are actually doing. The purpose of this study was twofold: first to look at relationship between the espoused theory and theories-in-use of instructional designers in OWI programs for the K-12 educational market using constructivist principles; and second to corroborate the use of constructivist principles in those programs. A triangulation mixed methodology design was used. The population for this study was instructional designers and program developers of OWI programs specific to the elementary and secondary school learning environment (K-12). A purposive sampling was chosen which consisted of instructional designers and program developers that were identified as those involved in the design of K-12 OWI programs that proclaimed instruction that is common to tenets of constructivist principles. The findings in this study indicated the espoused theory of the instructional designers of OWI programs for elementary and secondary school learners was not always compatible with the theory-in-use. This study provided a better understanding of how OWI programs for K-12 learners that proclaim activities common to constructivism actually draw on tenets of constructivism demanded by 21st-century educators. [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: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A