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Lee, Jihyun; Lim, Cheolil; Kim, Hyeonsu – Educational Technology Research and Development, 2017
In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with…
Descriptors: Instructional Development, Instructional Design, Models, Blended Learning
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Clinton, Gregory; Hokanson, Brad – Educational Technology Research and Development, 2012
This article presents a discussion of research and theoretical perspectives on creativity and instructional design, offering a conceptual model of the connection between these two constructs that was originally proposed in the dissertation work of the first author (Clinton, Creativity and design: A study of the learning experience of instructional…
Descriptors: Creativity, Instructional Design, Creative Thinking, Models
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Johansen, Justin; Wiley, David – Educational Technology Research and Development, 2011
The purposes of this study were to (a) determine the cost of converting BYU Independent Study's e-learning courses into OpenCourseWare, (b) assess the impact of opening those courses on paid enrollment in the credit-bearing versions of the courses, and (c) use these data to judge whether or not an OpenCourseWare program could be financially…
Descriptors: Electronic Learning, Independent Study, Distance Education, Sustainability
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Campbell, Katy; Schwier, Richard A.; Kenny, Richard F. – Educational Technology Research and Development, 2009
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities revealed how, through reflexive critical practice, designers are active, moral, political, and…
Descriptors: Higher Education, Instructional Design, Models, Change Agents
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Magliaro, Susan G.; Shambaugh, Neal – Educational Technology Research and Development, 2006
Mental models are one way that humans represent knowledge (Markman, 1999). Instructional design (ID) is a conceptual model for developing instruction and typically includes analysis, design, development, implementation, and evaluation (i.e., ADDIE model). ID, however, has been viewed differently by practicing teachers and instructional designers…
Descriptors: Educational Technology, Models, Instructional Design, Graduate Students
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Visscher-Voerman, Irene; Gustafson, Kent L. – Educational Technology Research and Development, 2004
Over the years, many authors have tried to describe, conceptualize, and visualize the instructional design or development processes via a variety of process models. Most descriptions imply a rather homogeneous view of design, depicting it as an overall problem-solving process following general phases such as analysis, design and development,…
Descriptors: Educational Theories, Educational Practices, Instructional Design, Instructional Development
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Nadolski, Rob J.; Kirschner, Paul A.; van Merrienboer, Jeroen J. G.; Hummel, Hans G. K. – Educational Technology Research and Development, 2001
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process worksheets-is determined on the basis of estimated part-task complexity. A developmental study of the…
Descriptors: Cognitive Processes, Competency Based Education, Educational Development, Instructional Design