James D. Klein

Bio: James D. Klein is an academic researcher from Florida State University. The author has contributed to research in topics: Instructional design & Cooperative learning. The author has an hindex of 30, co-authored 99 publications receiving 3594 citations. Previous affiliations of James D. Klein include Arizona State University & Florida State University College of Education.

Design and Development Research

Abstract: This chapter focuses on design and development research, a type of inquiry unique to the instructional design and technology field dedicated to the creation of new knowledge and the validation of existing practice. We first define this kind of research and provide an overview of its two main categories—research on products and tools and research on design and development models. Then, we concentrate on recent design and development research (DDR) by describing 11 studies published in the literature. The five product and tool studies reviewed include research on comprehensive development projects, studies of particular design and development phases, and research on tool development and use. The six model studies reviewed include research leading to new or enhanced ID models, model validation and model use research. Finally, we summarize this new work in terms of the problems it addresses, the settings and participants examined, the research methodologies employed used, and the role evaluation plays in these studies.

Design and Development Research: Methods, Strategies, and Issues

Abstract: AECT Design & Development Outstanding Book Award for 2008! Design and Development Research thoroughly discusses methods and strategies appropriate for conducting design and development research Rich with examples and explanations, the book describes actual strategies that researchers have used to conduct two major types of design and development research: 1) product and tool research and 2) model research Common challenges confronted by researchers in the field when planning and conducting a study are explored and procedural explanations are supported by a wide variety of examples taken from current literature Samples of actual research tools are also presented Important features in this volume include: concise checklists at the end of each chapter to give a clear summary of the steps involved in the various phases of a project; an examination of the critical types of information and data often gathered in studies, and unique procedures for collecting these data; examples of data collection instruments, as well as the use of technology in data collection; and a discussion of the process of extracting meaning from data and interpreting product and tool and model research findings Design and Development Research is appropriate for both experienced researchers and those preparing to become researchers It is intended for scholars interested in planning and conducting design and development research, and is intended to stimulate future thinking about methods, strategies, and issues related to the field

The Impact of Scaffolding and Student Achievement Levels in a Problem-Based Learning Environment.

Abstract: This study examined how scaffolds and student achievement levels influence inquiry and performance in a problem-based learning environment. The scaffolds were embedded within a hypermedia program that placed students at the center of a problem in which they were trying to become the youngest person to fly around the world in a balloon. One-hundred and eleven seventh grade students enrolled in a science and technology course worked in collaborative groups for a duration of 3 weeks to complete a project that included designing a balloon and a travel plan. Student groups used one of three problem-based, hypermedia programs: (1) a no scaffolding condition that did not provide access to scaffolds, (2) a scaffolding optional condition that provided access to scaffolds, but gave students the choice of whether or not to use them, and (3) a scaffolding required condition required students to complete all available scaffolds. Results revealed that students in the scaffolding optional and scaffolding required conditions performed significantly better than students in the no scaffolding condition on one of the two components of the group project. Results also showed that student achievement levels were significantly related to individual posttest scores; higher- achieving students scored better on the posttest than lower-achieving students. In addition, analyses of group notebooks confirmed qualitative differences between stu- dents in the various conditions. Specifically, those in the scaffolding required condition produced more highly organized project notebooks containing a higher percentage of entries directly relevant to the problem. These findings suggest that scaffolds may enhance inquiry and performance, especially when students are required to access and use them.

Developmental research: studies of instructional design and development

Abstract: The field of instructional technology has traditionally involved a unique blend of theory and practice. This blend is most obvious in developmental research, those studies that involve the production of knowledge with the ultimate aim of improving the processes of instructional design, development, and evaluation. Such research is based on either situation-specific problem solving or generalized inquiry procedures. Developmental research, as opposed to simple instructional development, has been defined as “the systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of internal consistency and effectiveness” (Seels & Richey, 1994, p. 127). In its simplest form, developmental research can be either

The Instructional Design Knowledge Base: Theory, Research, and Practice

Abstract: List of Tables List of Figures Preface Acknowledgements 1. The Dimensions of an Instructional Design Knowledge Base 2. General Systems Theory 3. Communication 4. Learning Theory 5. Early Instructional Theory 6. Media Theory 7. Conditions-Based Theory 8. Constructivist Design Theory 9. Performance Improvement Theory 10. A Taxonomy of the ID Knowledge Base Glossary of Terms References

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Focus on Formative Feedback

Abstract: This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific Formative feedback is usually presented as information to a learner in response to some action on the learner’s part It comes in a variety of types (eg, verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (eg, immediately following an answer, after some time has elapsed) Finally, several variables have been shown to interact with formative feedback’s success at promoting learning (eg, individual characteristics of the learner and aspects of the task) All of these issues are discussed This review concludes with guidelines for generating formative feedback

Experimental And Quasi Experimental Designs For Research

Abstract: Thank you for reading experimental and quasi experimental designs for research. Maybe you have knowledge that, people have search numerous times for their favorite readings like this experimental and quasi experimental designs for research, but end up in malicious downloads. Rather than reading a good book with a cup of tea in the afternoon, instead they cope with some infectious virus inside their laptop.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.