The purpose of this chapter is to provide some ideas that will help you analyze and understand the instructional-design theories presented in this book. First, we will explore what an instructional-design theory is. This will include a discussion of the role that values play in instructional-design theories and a discussion of what an instructional-design theory is not. In the second half of th...

Interaction research in distance education has focused mostly on learner-teacher interaction in a learning environment based on a behaviorist curriculum. This presentation focuses on factors contributing to learner-learner interaction in a distance learning course based on learner-centered and collaborative instructional design. The proposed model, which resulted from research on patterns of le...

ion (Gerjets, Scheiter, & Catrambone, 2004) and with a computational ACT-R model of solving mathematical word problems (Gerjets, Scheiter, & Schorr, in press). When intrinsic load is high because of complex learning materials or low levels of expertise and when instructional environments elicit or require activities that are not by themselves helpful for learning – and thus result in high level...

This study highlights the most pertinent m-learning content quality features that should be considered by designers from point of view experts to determine students' perceptions about suggested and measure any statistically significant differences in due their gender technological skills. An exploratory sequential mixed research method was employed. A group 20 answered an open-ended question fo...

The purpose of the study is to develop an instructional design model to support learners' continuous reflection during the learning process in cultural diversity education. Current instructional models for cultural diversity education are inappropriately utilized in school settings due to the lack of specific guidelines for instructors’ and learners’ activities and their insufficient explanatio...