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Richey, Rita C.1
Tessmer, Martin1
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Tessmer, Martin; Richey, Rita C. – Educational Technology Research and Development, 1997
Although context is a potent force in learning, instructional design models contain little guidance in accommodating contextual elements to improve learning and transfer. Defines context, outlines levels and types, specifies contextual factors within the types, suggests methods for conducting contextual analysis for instructional design, and…
Descriptors: Context Effect, Futures (of Society), Instructional Design, Instructional Effectiveness