Journal•ISSN: 0162-2641
Journal of Instructional Development
Springer Nature
About: Journal of Instructional Development is an academic journal. The journal publishes majorly in the area(s): Educational technology & Instructional design. Over the lifetime, 239 publications have been published receiving 4842 citations.
Topics: Educational technology, Instructional design, Higher education, Task analysis, Needs assessment
Papers
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TL;DR: The ARCS Model as discussed by the authors was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation.
Abstract: The ARCS Model of motivation was developed in response to a desire to find more effective ways of understanding the major influences on the motivation to learn, and for systematic ways of identifying and solving problems with learning motivation. The resulting model contains a four category synthesis of variables that encompasses most of the areas of research on human motivation, and a motivational design process that is compatible with typical instructional design models. Following its development, the ARCS Model was field tested in two inservice teacher education programs. Based on the results of these field tests, the ARCS Model appears to provide useful assistance to designers and teachers, and warrants more controlled studies of its critical attributes and areas of effectiveness.
1,747 citations
TL;DR: The writers concluded that because of the varying levels of quality of models, educators must be especially careful in choosing which model to follow when designing instruction.
Abstract: Models of instructional design help educators to design instructional patterns that presumably have proven successful in past instructional endeavors. The writers examined 40 models of instructional design from a variety of sources. The 40 models were divided into categories based on the models’ most pertinent characteristics. The purposes and uses of these models are discussed and an explanation is offered of why so many different models exist. The writers concluded that because of the varying levels of quality of models, educators must be especially careful in choosing which model to follow when designing instruction.
370 citations
TL;DR: A theoretical approach to understanding motivation in relation to other factors that influence learning and the design of instruction is presented and several illustrative research studies are reviewed along with an introduction to a systematic process of influencing motivation.
Abstract: We have not given adequate systematic attention to the problem of motivation in instructional theory and technology, to the understanding of motivation in individual learners, or to the development of a technology for influencing motivation (Cooley & Lohnes, 1976; Cronbach & Snow, 1976). We know, as a rule of thumb, that we should introduce novelty, uncertainty, or a sense of mystery at the beginning of a program to elicit attention and, it is hoped, enthusiasm, and we know that we should use reinforcement to help sustain desirable changes in behavior, but neither of these principles constitutes an adequate understanding of motivation. The purpose of this paper is to present a theoretical approach to understanding motivation in relation to other factors that influence learning and the design of instruction. In this context, several illustrative research studies are reviewed along with an introduction to a systematic process of influencing motivation. This presentation is not exhaustive, but serves as an introduction to the approach, and as a basis for subsequent elaborations of the issues and tech-
321 citations
TL;DR: Empirical evidence is presented on locus of instructional control, and guidelines for determining learner versus lesson control in computer-assisted instruction are presented.
Abstract: Computers offer a variety of instructional control options to designers of computer-assisted instruction. However, the amount and type of instructional control is affected by both the nature of the learning task and learner characteristics. The purposes of this paper are to present empirical evidence on locus of instructional control, and to present guidelines for determining learner versus lesson control in computer-assisted instruction.
216 citations
TL;DR: The elaboration theory of instruction is an alternative to the standard way of organizing instruction based on a hierarchical task analysis, and many instructional designers have found that "learning hierarchies" represent a very incomplete basis upon which to make decisions about sequencing the instruction.
Abstract: The elaboration theory of instruction is an alternative to the standard way of organizing instruction based on a hierarchical task analysis. The hierarchical organization results in an instructional sequence that begins with highly fragmented, small pieces of the subjectmatter content. Many educators have found its fragmentation to be demotivating. Many educational psychologists have found its parts-to-whole sequence to be inconsistent with much knowledge about how learning occurs most effectively-namely schema theory and its predecessor, subsumption theory. And many instructional designers have found that "learning hierarchies" represent a very incomplete basis upon which to make decisions about sequencing the instruction, primarily because learning hierarchies are only one aspect of the structure of subject-matter content. All this is not to deny that learning prerequisites exist nor to say that they are not important-they do exist and they
123 citations