Charles Morgan Reigeluth

Charles Morgan Reigeluth
Indiana University Bloomington | IUB · Department of Instructional Systems Technology

Ph.D. in Instructional Psychology, Brigham Young U

About

205
Publications
239,361
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7,665
Citations
Citations since 2016
48 Research Items
2817 Citations
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Introduction
My expertise is in paradigm change in education and training to personalized, learner-centered instruction. This includes: (1) instructional theory, especially project-based learning with just-in-time instructional support/tutorials and competency-based learner progress, (2) technological tools for learner-centered instruction, and (3) processes for educational or training systems to transform to the learner-centered paradigm. I do lectures, workshops, and consulting in these areas.
Additional affiliations
August 1988 - present
Indiana University Bloomington
Position
  • Professor Emeritus
Description
  • Recently retired. Work as consultant, lecturer.
August 1978 - August 1988
Syracuse University
Position
  • Professor (Full)
Description
  • Ended as program chair
Education
August 1975 - August 1978
Brigham Young University - Provo Main Campus
Field of study
  • Instructional Psychology
September 1965 - June 1969
Harvard University
Field of study
  • Economics

Publications

Publications (205)
Article
Full-text available
Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbent, “traditional” learning experience against a new, innovative learning experience that lacks maturity. A...
Article
Full-text available
Recipient of the 2021 AECT Research and Theory Division's Outstanding Theoretical Journal Award. Abstract Between 2010 and 2019, ETR&D experienced increased publication of a specific type of research that does not provide useful knowledge to the instructional design field. This type of research is research to prove, which entails pitting an incumbe...
Article
The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standard...
Article
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El propósito de este estudio es desarrollar una teoría instruccional para el aprendizaje colaborativo apoyado por wiki en el contexto de proyectos de pequeños grupos para el desarrollo del conocimiento colaborativo en cursos de pregrado. El documento presenta la teoría instruccional desarrollada a través de dos implementaciones y analiza cómo esta...
Article
La mayoría de los investigadores que diseñan experiencias innovadoras de aprendizaje digital y luego realizan investigaciones que investigan la utilidad de esas experiencias de aprendizaje, no aplican completamente la teoría de la instrucción (Reigeluth, 1983, 1999; Reigeluth y Carr-Chellman, 2009a) como la base de sus diseños y El foco de su inves...
Article
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Systemic change is far more difficult than piecemeal reforms because it requires far more interrelated and interdependent sets of changes to occur. Systemic change has two potential areas of failure: 1) the change process (action) may never reach full implementation of the new system, and 2) the new system (vision) may not be well designed. This pa...
Preprint
Full-text available
This book was published in January 2020. You can find information about it at www.reigeluth.net/vision-and-action
Chapter
Most American educational systems have failed to respond to the societal transformation from the Industrial to the Information Age (Banathy, 1991; Duffy FM and Reigeluth CM, Educ Technol:41–49, 2008; Jenlink PM (ed), Systemic change: Touchstones for the future school. Arlington Heights: IRI/Skylight Training and Publishing, 1995; Reigeluth CM, The...
Article
Prior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small‐group projects, whole‐class knowledge building (KB) on a wiki is difficult, given students’ lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second c...
Article
Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in lea...
Preprint
Full-text available
Synopsis: We are at a critical juncture in the history of education in the United States. There are powerful forces that want to replace the public education system with a privatized one. While there are advantages and disadvantages with any system, many are concerned about the inequities that a privatized system would likely engender, while others...
Article
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A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational b...
Article
With growing interest in and popularity of online learning and lifelong learners, students’ ability to be engaged in self-regulated learning (SRL) has become more important. Moreover, online learning is becoming an important feature of K-12 education. Although SRL is known to be important and teachable, little research has been conducted on teacher...
Article
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Reigeluth et al. (Educ Technol 48(6):32–39, 2008) proposed major and secondary functions for educational technology systems for the learner-centered paradigm of education. However, the functions proposed should be formatively evaluated and revised using a variety of cases to develop a better understanding of how technology can support student learn...
Article
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In this paper, the authors starts with a description of the learner-centered paradigm of education. The key tenets of the paradigm are outlined as: Competency-based student progress, competency-based student assessment and records, personal learning plans, project-based learning, just-in-time instructional support, student as self-directed learner,...
Chapter
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Editors’ Foreword Preconditions (when to use the theory) Content • All content. Learners • All students. Learning environments • Learner-centered rather than teacher-centered (learning is more important than “covering” content) Instructional development constraints • Minimal. Values (opinions about what is important) About ends (learning goals) • H...
Chapter
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Editors' Foreword Preconditions (when to use the theory) Content • All kinds of content. Learners • All kinds of learners. Learning environments • Learner-centered rather than teacher-centered. • Attainment-based learner progress rather than time-based progress. • Customized rather than standardized instruction and assessment. Instructional develo...
Chapter
Editors' Foreword Preconditions (when to use the theory) Content • All content. Learners • All students. Learning environments • Designed environments that have rich, immersive experiences that simulate to some degree relevant real-world conditions and challenge learners with authentic, situated, and increasingly difficult problems. Instructional...
Chapter
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Editors' Foreword: Preconditions (when to use the theory) Content • All content. Learners • All students. Learning environments • Learner-centered and personalized rather than teacher-centered and one-size-fits-all. Instructional development constraints • Requires substantial integrated technology support for instruction, communication, collaborat...
Article
The studies pertaining to expertise development are diverse and broad (Bjork, 1994; Einstein & McDaniel, 2005; Schneider, Healy, & Bourne, 2002), yet empirical research that bridges expertise development into instructional design theories is still in its very formative stages (Ertmer et al., 2008; Fadde, 2009). This article is intended to identify...
Article
Full-text available
Learner-centered education has been touted as an improvement over teacher-centered educational systems. However, educators and researchers need to be cautious about its problems, in addition to considering its benefits. The authors set out to identify challenges to learner-centered education through the eyes of educators in a truly learner-centered...
Article
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The learner-centered paradigm of instruction differs in such fundamental ways from the teacher-centered paradigm that it requires technology to serve very different functions. In 2006, a research team at Indiana University began to work on identifying those functions and published their results in 2008. Subsequently, the team elaborated and refined...
Article
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This case study was conducted in two high school classrooms that utilized collaborative project-based learning (PBL). Collaboration is an important instructional strategy, especially used in conjunction with PBL, and is an essential learning outcome for the twenty-first century. This study examined how collaboration can be achieved as a learning ou...
Data
Preface and TOC for "Instructional-Design Theories and Models, Vol. III: Building a Common Knowledge Base"
Article
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In order to achieve truly learner-centered instruction and assessment, Reigeluth (1994; Reigeluth & Karnopp, 2013) pointed out the importance of schools being a caring environment. He indicated that such an environment can be ensured with better interaction and relationships between students and teachers in a small community. How can a school becom...
Article
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Based on Bandura's work, the four sources of efficacy shaping were examined in regard to frequency and students' perception of importance in a computer-mediated, project-based high school classroom. In a context of group work where there was no designated leader, groups' collective efficacy was examined if it has any relationship with individual's...
Article
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All branches of the U.S. military are moving toward education and training that is tailored to meet individuals’ needs wherever they are and whenever they are ready to learn. The result will be a culture of continuous, personalized learning with learner progress that is based on proficiency and a greater emphasis on technology-enabled immersive lea...
Article
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The learner-centered paradigm of education requires very different roles for technology, as well as for teachers and students, compared to the teacher-centered paradigm. Rather than almost exclusively serving the teacher for teaching, technology primarily serves the student for learning. It does so through four major roles: (1) keeping records of w...
Article
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This article sets the stage for this special issue of Educational Technology on paradigm change in education. First, it defines paradigm change and presents evidence that it is the only way to improve our systems of education and training at this point in the history of the evolution of society. Second, it gives a brief overview of the likely key c...
Article
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The transition from the industrial age to the information age has happened and is still happening in our society (Duffy, 2009). However, our current educational systems still operate based on the needs of the industrial-age society (Watson, Watson, & Reigeluth, n.d), making them among the least impacted organizations (Reigeluth & Joseph, 2002). Thi...
Book
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Preface: In the United States, elementary and secondary students do not measure up well when standing toe to toe with their international peers. But this isn’t breaking news. For decades, national oversight groups and independent experts have been issuing data and reports like Nation at Risk (published in 1983 by the National Commission on Excelle...
Article
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The United States' educational system have responded to school reform needs over the last several decades, but had little success in producing meaningful change. In this paper, we argue that there is a need to engage in a more inclusive social discourse to address the problems in the educational system in the United States. This two year critical e...
Article
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In order to meet the needs of today’s knowledge economy, education needs to move beyond the industrial age approach of treating all learners as if they are the same and adopt a learner-centered model of education suitable for the information age. To support this model, a new and transformative technology is needed that focuses on mastery and custom...
Article
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This study explored the use of several learning management systems (LMS), their benefits, and their limitations in relation to the desired characteristics of an ideal Personalized Integrated Educational System (PIES) for the information age. A qualitative research design was used. The participants of the study were teachers, administrators, and tec...
Article
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This article describes instructional theory that supports post-industrial education and training systems – ones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruct...
Article
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This article describes instructional theory that supports post-industrial education and training systems – ones that are customized and learner-centered, in which student progress is based on learning rather than time. The article describes universal methods of instruction, situational methods, core ideas of the post-industrial paradigm of instruct...
Article
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Educational reform efforts have failed to create widespread improvement. The authors argue that rather than trying to improve the existing system of education, a new learner-centered paradigm is needed that supports individualized learning. Such a significantly different system of education will require the systemic application of technology to sup...
Article
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Although a wealth of literature discusses the factors that affect technology integration in general and how to improve professional development efforts, few studies have examined issues related to learner-centered technology integration. Thus, this study aims to explore K–12 teachers’ beliefs, perceptions, barriers, and support needs in the context...
Article
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This article describes instructional theory that supports post-industrial education and training systems-ones that are customized and learner-centered, in which student progress is based on learning rather than time. The author discusses the importance of problem-based instruction (PBI), identifies some problems w ith PBI, overviews an instructiona...
Article
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Although machine use in education was introduced in the 1920s with instructional radio and 1950s with instructional television, these technologies lacked one of the most important components of learning -interaction. Computers have filled this void. The functions they have served, the ways they have been used, and the terms they have been given hav...
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This chapter presents a detailed description of the powerful and necessary role technology can play in higher education in the current information-age. This article calls for a Personalized Integrated Educational System (PIES), a comprehensive and integrated application of technology to the learning process, which will provide four primary roles fo...
Chapter
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This chapter is based on the literature review for Kurt Richter's doctoral dissertation at Indiana University. His study examined selected elements of a whole-system transformation journey for the Metropolitan School District of Decatur Township, Indiana, where he served as part of a team of facilitators from Indiana University led by Dr. Charles R...
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Fundamental change, or systemic transformation, in public school systems is increasingly recognized as essential for best meeting all students' needs in a digital, information-based society. The success of this kind of change depends to a large extent on the effectiveness of a district-wide Leadership Team (LT), which in turn depends on the communi...
Article
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This paper provides a conceptual framework for a systemic change process, both to help researchers advance knowledge about how school districts can engage in paradigm change, and to help educators and policy makers understand the big picture for such change. The conceptual framework is comprised of key ideas that have emerged 􀄨􀆌􀅽􀅵􀀃 􀆚􀅚􀄞􀀃 􀄂􀆵􀆚􀅚􀅽􀆌􀆐􀍛􀀃 e...
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To better understand tacit knowledge underlying experienced Web-Based Instruction designers' performance, this study utilized Heuristic Task Analysis, a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks. Three experts, representing three post-secondary institutions offering online programs, were select...
Article
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Utilizing heuristic task analysis (HTA), a method developed for eliciting, analyzing, and representing expertise in complex cognitive tasks, a formative research study was conducted on the task of e-learning course development to further improve the HTA process. Three instructional designers from three different post-secondary institutions in the U...
Book
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420 Pages This book is the third and final volume in a series of foundational texts on instructional design theories and models. Its purpose is "to help instructional theorists and researchers to build a common knowledge base about instruction" (p. 6). Building on Volume I: An overview of their current status (1983), which aimed to raise awareness...
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Chapter 4 in "Instructional-Design Theories and Models, Vol. III: Building a Common Knowledge Base
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Chapter 17 in "Instructional-Design Theories and Models, Vol. III: Building a Common Knowledge Base"
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Chapter 1 in "Instructional-Design Theories and Models, Vol. III: Building a Common Knowledge Base
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Chapter 18 in "Instructional-Design Theories and Models, Vol. III: Building a Common Knowledge Base"
Article
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This article, the third in a series of four installments, begins by discussing the need for paradigm change in education and for a critical systems approach to paradigm change, and examines current progress toward paradigm change. Then it explores what a learner-centered, Information-Age educational system should be like, including the APA learner-...
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This is the second in a series of articles about creating and sustaining systemic transformational change in school districts. The first article described the AECT FutureMinds: Transforming America’s School Systems initiative for helping state education agencies (SEAs) facilitate paradigm change in their school districts. This article describes a m...
Article
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Systemic organisational transformation with broad stakeholder involvement is needed in our educational systems. While involving all stakeholders is crucial for building grass-roots community support and garnering input in order to achieve fundamental transformation in schools, community members are typically the least represented stakeholder group...
Article
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This study examined 3 graduate-level online courses that utilized problem-based learning (PBL), considering each course as a case. Beyond describing how PBL was implemented in each case, this study identified what worked (strengths) and did not work (weaknesses) in the PBL and explored how the PBL could be improved (improvements) by collecting both...
Chapter
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Public education in the United States is an array of highly complex systems whose results have proven difficult to predict or control. Similarly, the process of transforming a school system is highly complex and difficult to predict or control. Chaos theory and the sciences of complexity (Kellert, 1993; Wheatley, 1999) were developed to help unders...
Chapter
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This chapter provides an entry point for interested readers into the instructional design literature and introduces issues from this field. It shows how sequence effects relate to instruction and provides some introduction to an important context where order matters. It reviews several of the major instructional design techniques for ordering instr...
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This chapter compares a number of systemic change approaches to K-12 school innovation. The approaches reviewed in this chapter range from idealized design to leveraged emergent design, school-wide to district-wide transformation, and key-leader directed to broad-stakeholder-directed transformation. Definitions of each approach are reviewed, along...
Chapter
Full-text available
This chapter compares a number of systemic change approaches to K-12 school innovation. The approaches reviewed in this chapter range from idealized design to leveraged emergent design, school-wide to district-wide transformation, and key-leader directed to broad-stakeholder-directed transformation. Definitions of each approach are reviewed, along...
Chapter
Full-text available
This chapter discusses learning management systems (LMS) as a technology necessary for supporting the educational needs of the information age. It defines LMS and argues that the move from the mechanistic, sorting-oriented paradigm of the industrial age to the customized, learning-oriented paradigm of the information age requires the application of...
Chapter
Full-text available
This chapter discusses learning management systems (LMS) as a technology necessary for supporting the educational needs of the information age. It defines LMS and argues that the move from the mechanistic, sorting-oriented paradigm of the industrial age to the customized, learning-oriented paradigm of the information age requires the application of...