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Survey of instructional design models
Abstract
Since Survey of Instructional Development Models was initially published in 1981, successive editions have provided practitioners and students of instructional design with up-to-date information every few years. This fifth edition, with the title slightly altered to Survey of Instructional Design Models, attests to the high quality and enduring utility of this volume.
The principles on which many of the models described in this new edition build tend to change little over time, whether since the first edition in 1981 or since the more recent fourth edition, which was published in 2002. However, technological advances have occurred—and continue to occur—rapidly, and the effects on teaching and learning of such advances can be dramatic. Consider just a few of the technological advances that have occurred between publication of the fourth edition in 2002 and this new, 2015 fifth edition.
... The most important principle of EC educators' responsibilities to children is "First of all, we will not harm children" (NAECY, 2020). The ethical principles of teaching as a profession provide a basic framework such as professionalism, responsibility in service, justice, equality, ensuring a healthy and safe environment, non-corruption, honesty, integrity and trust, objectivity, professional commitment and continuous improvement, respect and effective use of resources (Aydın, 2013). The conditions of teaching in ordinary and unusual periods of teachers may affect the applicability of these principles positively or negatively. ...
... According to the findings, teachers generally tried to maintain order and solve ethical problems by warning the child and family. Teachers tried to apply the principle of justice and equality (Aydın, 2013), one of the principles of professional ethics. In the other finding of this research, some of the teachers expressed their expectations from the administration in such a way that more importance could be given to the internet, and that they could pay more attention to vaccines and tests. ...
... According to the findings, the behaviors of some of the teachers in solving ethical dilemmas are suggesting to children that the current situation is temporary, sending a sick child back to school, and take care of the child who comes to school sick. By applying the ethical principle of honesty, integrity and trust (Aydın, 2013), teachers treated children fairly and lovingly. ...
In this qualitative study, ethical problems and ethical dilemmas caused by COVID-19 pandemic restrictions and teaching practices were investigated based on teachers' opinions. The study, which was carried out in October 2022 with 16 preschool teachers determined by the purposeful sampling method, was carried out face to face with a semi-structured interview form. Content analysis method was used in the analysis of the data obtained from the interviews. According to the findings: teachers conducted teaching mostly online during the epidemic and said that the effect was negative. The situations that they do not find ethical are the unequal teaching opportunities on the Internet and the inability to provide classroom management, and mostly family members get involved in online course activities. Children and families were warned about some issues and an attempt was made. Ethical dilemmas are mostly due to the difficulty of children in adapting to online education and the inability to communicate with families, and mostly the inefficiency of online preschool education. Administratively, mostly ethical problems are the lack of technological equality and the inability to be sensitive in epidemic measures. The views that the management does not act unethically are also in the majority. Finally, the teachers wished never to experience such a process again and thanked them for the study. It has been suggested to plan educational measures to overcome extraordinary situations such as epidemics with less damage.
... The use of instructional system design provides comprehensive frameworks for the instructional designers and developers to produce competency-based online learning materials for the students. Branch and Dousay (2015) noted the instructional design as a complex process that, when appropriately applied, promotes creativity during development and results in instruction effectively and appealing to learners. The implementation of instructional system design, in general, is done by applying one of the instructional design models. ...
... The implementation of instructional system design, in general, is done by applying one of the instructional design models. In this sense, the model is defined as a simple representation of more complex forms, processes, and functions of physical phenomena or ideas (Branch & Dousay, 2015). The model is mostly used for systematic and systemic procedures to complete a specific job. ...
... Instructional system design can be defined as the practice of creating instructional experiences to facilitate learning most effectively. Instructional design models convey the guiding principles for analyzing, producing, and revising learning environments (Branch & Dousay, 2015). ...
... There are various concepts in research that explain online teaching and learning and ERTL. While these concepts have different meanings, they are often used interchangeably, for example, distance education, online teaching, emergency online education and remote teaching (Branch & Dousay 2015). Branch and Dousay (2015) argue that when planning for quality online learning, it is important to use a systematic model to guide instructional design. ...
... While these concepts have different meanings, they are often used interchangeably, for example, distance education, online teaching, emergency online education and remote teaching (Branch & Dousay 2015). Branch and Dousay (2015) argue that when planning for quality online learning, it is important to use a systematic model to guide instructional design. However, in times of crisis that require a quick shift to ERTL, this careful consideration is often neglected (Hodges et al. 2020). ...
... In the USA, the term 'instructional design' is more established. Branch and Dousay (2015) note how identifying a single definition of instructional design is difficult, despite attempts to define it as a field and standardise meanings of various terms but the results have not been widely adopted nor used consistently in the literature. The definitions cited in their work demonstrate how definitions have evolved over time, impacted by various orientations, from productionist concerns to human learning experiences. ...
There is growing interest in the literature towards a more distributed, collaborative view of learning design that focuses on relationships and connection. In this paper, we propose a vision of learning design that is entangled and crosses boundaries, framed by an equity-oriented mindset that blurs and resists boundaries, and merges learning design with facilitation, external with internal communities, and academia with activism. Based on interviews with learning design practitioners across the world, and framed by theories of posthumanism and postdigital education, we share eight orientations that form a future and equity-oriented learning design pattern: awareness of context, matter matters, co-creating with humans and non-humans, relationality and connection, modelling vulnerability, the entanglement of the personal and political, and creating transformative spaces. We then use one of our responses to the advent of ChatGPT to show how these orientations have helped us in times of uncertainty and disruption, an agential cut that highlights the value of acknowledging the material-discursive relationships emerging in and through our work. As such, rather than focusing on conventional, static definitions and models, we are interested in knowledge-making processes that come into existence when we practise learning design and engage with each other and the world around us, and who we become in our relationships with others, both human and non-human, and the patterns that we form in this entanglement.
... In this new situation, teachers had to adapt immediately and adjust the teaching strategies in order to continue teaching in the on-line modality (Hodges et al., 2020;Morgan, 2020). On-line learning requires an instructive and careful design and the contemplation of different policies (Branch & Dousay, 2015). However, in most cases, this design process may be absent due to this improvisation and suddenness. ...
El objetivo de este trabajo es analizar el efecto de los escenarios presencial, mixto y on-line en los resultados académicos de los estudiantes considerando la interacción con plataformas e-learning. Los resultados muestran que los resultados académicos no se ven afectados por el escenario de aprendizaje, mientras que el grado de interacción con las plataformas e-learning se ve afectado por el escenario de aprendizaje. Además, el modelo de Efectos de Tratamiento se ha utilizado para estudiar el escenario de aprendizaje y la interacción con las plataformas de aprendizaje de manera conjunta. En este caso, los resultados académicos se ven afectados por el escenario on-line frente al presencial, pero no se ven afectados por el escenario mixto frente al presencial. En concreto, sobre un valor medio de 4,14 puntos, obtenido de los resultados académicos de todos los alumnos, con un tratamiento on-line los resultados bajan 1,01 puntos (24,41%), mientras que con un tratamiento mixto los resultados bajan 0,38 puntos (9,13%). Finalmente, utilizando la Regresión Extendida Polinomial Fraccionaria, se proponen modelos de predicción para cada uno de los escenarios.
... In this new situation, teachers had to adapt immediately and adjust the teaching strategies in order to continue teaching in the on-line modality (Hodges et al., 2020;Morgan, 2020). On-line learning requires an instructive and careful design and the contemplation of different policies (Branch & Dousay, 2015). However, in most cases, this design process may be absent due to this improvisation and suddenness. ...
... computer, laptop, tablet) and internet accessibility diminishes students' motivation to learn online [16,17]. To overcome these problems, it was suggested that governments of developing countries provide some proportion of their annual budget in assisting students (laptops etc.) and improving the telecommunication infrastructure (internet access), however, for some countries, such investments was found to be expensive [12,18,19]. Separately, developing e-learning materials and content poses several challenges to lecturers, because the majority of them were found to be skeptical towards online learning. ...
This study is conducted to investigate the effectiveness and readiness of teaching and learning among students during the pandemic (COVID-19) towards the online learning among hospitality and tourism students. A quantitative method was employed and students from the Faculty of Hotel and Tourism Management Penang Campus were chosen as the target sample. The sample size for this study was 430 and a total of 360 questionnaires were successfully collected with the return rate of 83.72%. Descriptive analysis was used to interpret the demographic data, Pearson Correlation analysis was employed to examine the correlation among variables, and multiple regression analysis was used to measure the overall relationship between independent and de-pendent variables. From these analyses, the three (3) variables (social presence, cognitive pres-ence, and teaching presence) were found to have positive relationships with a student’s learning experience. Overall, this study is important to fellow academicians, academic researchers, and practitioners in improving their methods of teaching and learning, assisting the students, and strengthening their teaching techniques in online learning.
Keywords: online learning; social presence; cognitive presence; teaching presence; learning experience
... In distance education electronic learning (e-learning), online learning, online education and more generally ways that mainly have a common reference point the internet and the computer are used (Cleveland-Innes & Garrison, 2010). The effectiveness of distance learning depends on careful design and planning, using a systematic model (Branch & Dousay, 2015). Therefore distance learning demands careful and detailed organization of each course, which includes the teaching content and the support of the interactions that occur during the teaching process. ...
From March 2020 until June 2021 secondary education in Greece experienced the consequences of the COVID-19 pandemic. The first measure taken was the general closure of face-to-face teaching at all levels of education and the provision of distance learning through the so-called emergency remote teaching. Mathematicians dealt with unprecedented and difficult situations. In the present paper we record the views of 218 mathematicians of secondary education working in Greek public schools about the obstacles they faced in their teaching during the pandemic in a quantitative survey. According to the survey connectivity problems (affecting teachers and students), lack of teaching material suitable for distance learning, unsatisfactory support of the state, poor previous training in distance learning were major issues. This is the first survey monitoring the problems that Greek mathematicians faced during this period, how they dealt with them and one of a few worldwide regarding mathematicians.
A manutenção de atividades de ensino durante a pandemia de COVID-19 em Instituições de Ensino Superior exigiu adaptação pedagógica e replanejamento didático de disciplinas em cursos presenciais. Esta pesquisa objetivou avaliar o ensino remoto de Epidemiologia para cursos da área da saúde de instituição pública. Foi realizado um estudo descritivo com abordagem quali e quantitativa. O ensino foi avaliado por 54 acadêmicos regularmente matriculados e que acompanham as disciplinas por regime remoto, quanto aos aspectos de estrutura geral, quantidade de recursos e atividades, flexibilização de tempo e espaço, feedback, pertinência e adequação de metodologias, satisfação e aprendizado. A estrutura geral das disciplinas bem como a satisfação foram identificados como bons ou ótimos por mais de 80% dos respondentes. Igualmente a maioria dos participantes consideraram as metodologias pertinentes e adequadas para as competências e objetivos esperados em todos os tópicos de ensino avaliados. A análise complementar de relatos evidenciou a utilização de metodologias ativas como potencial para o aprendizado da ciência e identificou desafios do ensino remoto como gestão de tempo e estudo. O conjunto de resultados mostrou a potencialidade de ensino e aprendizagem e possibilitou adequações na continuidade das disciplinas considerando as limitações da modalidade identificadas pelos participantes.
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