جستجوی مقالات مرتبط با کلیدواژه « instructional design » در نشریات گروه « علوم تربیتی »

The aim of this study was to develop and validate an instructional design model based on the principles of flipped learning using a qualitative action research method. The initial model was formulated of data collected from semi-structured interviews with 12 experts in flipped learning. The initial model then evaluated, validated and modified based on data collected from interviews with seven number of those experts. In the next step, sixth grade science lesson plans designed based on this model and through focused group meetings with ten elementary school teachers familiar with flipped learning. The initial model modified according to teachers’’ feedbacks when designing lesson plans. The developed lesson plans were implemented during the school year to evaluate the model based on the researcher's observations and students' feedback. The insights obtained of this evaluation were also used to improve the model. The flipped learning design model developed from the present study describes the process of instructional design in three stages including analysis and needs assessment, design and development, implementation and evaluation. In the first stage, the learners' characteristics, curriculum documents, and situation / environment are analyzed in order to gain insights that are important to illuminate the next steps. The decisions about instructional objectives, organizing instructional materials and resources, and designing the environment are made by the next stage, design and development. The third stage is the implementation and evaluation stage which includes a set of activities that are done in three conditions including before the classroom (such as sharing instructional resources and materials, and the expectations from learners), during the classroom (such as assessment of assignments and tasks, and providing feedback) and after the classroom (such as introducing additional sources and materials and providing questions for reflection). The flipped instructional design developed from this research has the potential to applied by instructional designers and teachers as a practical guide.

With the entry into the information age and the development of new technologies and the creation of networked learning, the theory of connectivism learning was born. The aim of the current research is to design an educational design model that fits this approach. Inductive qualitative content analysis method was used to obtain the categories of connectivism educational design model. In this way, first the sources related to this issue were studied and then categorization was done, and then from the categories, sub-categories and main categories of connectivism-oriented educational design model were extracted. The statistical population included all the articles, books, magazines, and internet sites about the theory of connectivism, from which samples were theoretically selected. In order to determine the order and sequence of the model categories and the shape of the educational design model, 7 educational technology experts were interviewed. Based on this research, a connectivism-oriented educational design model was designed, which is more specific and has more details than the previous models, which can be used for different educational designers both conceptually and operationally.

Research shows that learning design and learning analytics together have a synergistic potential to promote learning. However, it is controversial how this synergy works. In this qualitative study, content analysis method was used to develop a constructivist learning design and learning analytics (CLDLA) model. For this purpose, 14 subject experts were selected through purposeful sampling method and were interviewed. The logic for selecting this number of experts was the theoretical saturation rule, which refers to the adequacy of collected data. The validity of the model was assessed by a survey of 20 subject experts. Research tools include an unstructured interview and the Model Validity Assessment Questionnaire. Data analysis was performed in three stages inlcudig open coding, axial coding, and selective coding. The results of data analysis led to the identification of components and the proposition of the CLDLA model. According to the results of this study, it is suggested to use the CLDLA model in the application of learning analytics in constructivist learning environments.

In the last three decades, new technologies have gradually transformed academic educational resources; but this development has not necessarily improved the quality of students' learning. To this end, the purpose of the present case study is to design an electronic textbook based on the cognitive theory of multimedia learning and to evaluate its validity and effectiveness on students' learning and cognitive load. This applied and mixed method research was conducted in five stages: 1) designing an e-textbook based on the cognitive theory of multimedia learning, 2) validation using the opinions of experts; 3) Initial implementation and survey of students; 4) Modifying the e-textbook based on the opinions of experts and students; 5) Final implementation. First, a multimedia textbook was developed based on the principles of cognitive theory of multimedia learning. Then, using descriptive questionnaire, six experts were surveyed about it. In the initial implementation phase, 27 students completed a survey form about the electronic resource, and the scores of the students in the two groups of e-textbook and printed textbook were compared. At this stage, the difference in student scores was not significant. In the final phase, 137 students were compared in two groups of printed and electronic textbooks. At this stage, students in e-textbook group scored higher than those who used the print textbook. Also, using e-textbook was associated with decrease in intrinsic and extraneous cognitive load and an increase in germane cognitive load. The results of this study can provide a model for future instructional design of e-textbooks.

The present study aimed to design, validate and evaluate the effectiveness of children's sexual educational multinedia on the knowledge of parents and educators with a quasi-experimental method in three phases: design and develop of multimedia, validation and effectiveness evaluation. The statistical population of the validation phase was 10 experts in the field of multimedia and consulting who judged the content and quality of the design using a researcher-made checklist based on the items of the Clear Communication Index tool. The statistical population of the third phase was parents and educators in Tehran city. Using available sampling method, 70 people were selected and randomly assigned to the two groups. The research tool was a researcher-made test of sexual education knowledge. The results of one-sample t-test showed that the children's sexual multimedia has the necessary validity according to experts (sig: 0.000, t: 23/319) and has a significant effect on the knowledge of parents and educators (T: 3.602, sig: 0.001). The production process of this instructional package, while having implications for designing health-oriented content, can play a significant role in raising the level of awareness of parents and educators.

The purpose of this study was to investigate the effect of the minimalism theory on learning and retention of learners in IT courses. Minimalist Theory consists of a basic framework that combines self-directed learning activities with technology, which emphasizes the importance of the real activities and experiences of learning. This theory supports the rapid achievement of real and practical goals at the beginning of education and emphasizes the importance of designing for identifying and correcting learning errors as a training principle. The research method was quasi-experimental with the control group. The participants included 40 undergraduate students in psychology who studied at the Allameh Tabataba'i University School of Psychology and Education in the academic year of 2017-18. Experimental and control group was selected from among the students in psychology. The experimental group trained on the basis of the minimalism theory, and the control group was trained in a traditional way. The pre-test and post-test was designed by the researcher. The reliability of each test was 0.90 and 0.88 respectively, which is greater than 0.05. The results showed that the scores of the experimental group, which were trained by the method based on the minimalism theory, were higher than the scores in the control group that were trained in the traditional way. Therefore, a method based on a minimalism theory in computer software training leads to increased learning and retention of learners.

The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.

To present a framework for compassionate teaching, the views of teachers and students on the topic were sought. These informants were chosen from among their corresponding populations in Tehran, using the snowball and mixed methods. Semi-structured interviews were used to gather the needed data. To analyze the data open coding and descriptive categorization were utilized. Results show that from the teachers’ perspective the design of compassion-based teaching has two general methods one that emphasizes cooperation and student-centeredness, while the other is goal-oriented and emphasizes lack of flexibility and unnecessary designing. In students’ view, teacher’s bi-dimensional role is separated from that of the student. The moral dimension includes flexibility, being conscientious, motivated, and law-oriented, while the skill dimension includes skills like planning, teaching, managing, and being knowledgeable. Students’ role emphasizes cooperation, motivation, learning and good performance, discipline, and hard work. Based on these findings, a four layer framework for compassion-based teaching is presented.

Instructional design is one of the very active areas of educational technology that seeks to facilitate learning and performance. The purpose of this study was to provide an Instructional design model for the training of students' technological competencies at Shahid Rajaee Teacher Training University.

In this study combination of exploratory mixed research method with a model design and validation scheme was used. For this purpose, the existing concepts and theories in the field of technological competencies were firstly examined and after classification, map and conceptual framework were developed and after Internal validation (using the viewpoint of professors, experts and instructors) and external validation (using functional test and researcher-made questionnaire), the Instructional design model of competencies was presented. Then, the content of the training of competencies based on this model was designed and developed on the student teachers of Shahid Rajaee Teacher Training University. A cluster random sampling method was used in the sample. analyzing data, descriptive and inferential statistics (Kolmogorov-Smirnov test and covariance analysis) in 0.05 significent level for were used
 

The results showed that the technological literacy, depth of knowledge and creativity of the students-teacher who were taught by the designed model were significantly higher than the student teachers who were taught by treditinal methods.

Reflection on teaching is a known method of learning to teach. Reflection is a form of thinking wherein improvement is sought through self-observation. Recent approaches to teaching practicums have gravitated towards reflective ones. However, there are no exact models for the design and implementation of reflection-based practicum. In this study with a social constructivist perspective, the validity of one such model is explored. The basic elements of the instructional situation, i.e. conditions, methods, and results, along with the implementation stages of analysis, design, development, implementation, and evaluation constitute the chosen model. A group of 5 educational technologists initially studied the model from an instructional design perspective. Then a group of 4 teacher educators, as users of the model, were asked to design a sample teaching situation using the given model. The feedback given by the two groups was used to improve the model in four rounds of validation. The final version of the model gained an approval measure of %88 by the two groups.

The purpose of this study was to Training based teaching model Bybee step (5e) on learning and motivate student achievement The study was experimental. The population consisted of all the male students in the Azad university Kermanshah city in academic year of 2017.(50 students) were selected by multi stage random sampling. Achieve ment motivation test was used tools. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations and covariance analyses. The analysis of the data in the form of covariance analysis test showed that using Bybee Teaching Method on promotion Educational Achievement Motivation of Students and sub scales on the studied students. The findings of the research showed that there was a significant difference between control group and experiment group in the after the test (p=0/001).There were also difference between groups based on the Educational Achievement Motivation and learning of Students (p<0/05). According to the findings of this research it can be conducted that presenting of that intervention of education based on the Bybee Teaching Method for increasing the level of Educational Achievement Motivation and learning of Students; so this research suggests the use of education based on the Bybee Teaching Method Cooperative Learning Method to increase the level of Educational Achievement Motivation and learning in the students

Training and Learning practitioners in this new era and advanced learning technology in which knowledge is rotating among network of people and distributed technologies, are needed series of qualifications and competencies, such as other vocations, so that they can implement and develop e-learning projects innovatively. The present paper is going to develop competencies required for steering and development of e-learning in in-service training in executive agencies of government as a goal. Research method is exploratory mixed research (qualitative and quantitative). In quantitative part the numbers of sample were 10 persons and in qualitative part were 20 respondents that are selected based on purposive way. The required data were collected by using interview and questionnaire tools. In this paper SMEs and experts Approach have been used to identify and develop the competencies. Based on this research findings, main competencies for steering and development of in-service E-learning in Government Organizations are as follows: instructional design competencies, management of instructional design competencies and multimedia competencies and with their details elements as a research results. Finally results is validated based on statistical method.

The purpose of present study was to design an instructional environment based on social network and study its effect on students learning and perception of learning environment. Research method was mixed and carried out in two steps. In the first stages with systematic review of literature and principles of constructing learning environment, instructional design was examined by experts in the field of educational technology. Obtained results from experts showed that instructional design based on social network provides significant opportunity for active, interactive and collaborative learning. Also, present a chance for open discussion among classmates with understanding and acceptance of others. In the second stage, instructional design was executed on a small sample in order to study its effect on learning approach variable and students’ perception of learning environment. To examine the variables, pretest-posttest design with control group was used. Collected data were analyzed using t-test, U-Mann Whitney test. Findings showed that instructional design based on social network is a constructive environment for learning and inter personal relation, classroom interaction, guidance, support and classroom management in this approach are significantly higher than control group.

The purpose of research is designing and validating the E-learning model in in-service training in order to provide e-learning environment and learning opportunities for employees based on individual, vocational and organizational situation and validating the model. Research methods blended and research plan is exploratory blended that main elements and dimentiona of topic can be explained. The factors and dimentions of e-learning Model are collected through literature review and interview with subject matter experts and collected data is analysed. Finaly the E-learning Model is designed and validated internally and externaly. E-learning Model include three factors: E-learning policy making and steering, instructional designing based on pedagogy and andragogy principles and implementation and support. The factor is divided to several indexes and items that can be used in in-service training E-learning. The E-learning Model is validated using first, second and final of factorial analysis. External validation is validated implementing a E-learning course based on the items compared to face to face training course. E-learning course based on the items was  more effective than face to face training course.

The purpose of this research was to design, develop, execute and evaluate an educational computer game named Cepheus based on DODDEL instructional design model to teach Optics concepts to sixth grade students. In addition to producing the game, the model was also evaluated. This research was performed by qualitative approach and formative research methodology with model evaluation. The research included four groups of participants: a group of field experts, computer game design experts, educational design experts, and the end users. The data of this study were collected using observation, semi-structured interviews and reviewing the model's documentations. Analyzing the qualitative data shows despite of many barriers and constraints on the production of this game, this prototype has fairly managed to meet the principles of computer game design and educational computer-based learning approach. Analyzing the findings also shows the strengths and weaknesses of each step of the model and In order to improve the model, the researchers suggested that the process of this model be transformed from a linear to nonlinear schema, the components of the need assessment and marketing of the final product at the stage of analysis of the situation and how and when the evaluation of educational concepts in the game, and the guidance system of the game in the design documentary stage be included.

The purpose of this study was to investigate the effect of applying Pebble-in-the-Pond instructional design model on the students’ problem-solving skills of Training Science department in Arak University. For this purpose, the quasi experimental method with the pre-post-test plan including the control group was used. The research population included 170 students of Bachelor degree in Training Science majoring at educational technology in Arak University in the academic year of 2016-2017 that 30 of them who had chosen the system-based instruction course were selected purposefully. Then, they were randomly assigned to an experimental and a control group each consisting of 15 subjects. The data gathering instrument was Hapner and Petterson problem-solving questionnaire (1982). In order to analyze the data,the multivariate analysis of covariance (MANCOVA) was used. The statistical findings showed that applying the instructional method based on the Pebble-in-the-Pond model did not affect the students’ problem-solving skills significantly, (P<. /05). Nevertheless experimental group performed relatively better than control group in problem-solving skills variable.

The purpose of this study was to combine motivational and volitional factors in the design of e-learning and its impact on learning and motivation of learners.
In order to examine the impact of motivational and volitional factors , By using a quasi-experimental design and available sampling method, a number of 85 undergraduate students at the Farhangian University of Kurdistan in both experimental and control groups with pre-test and post-test participated in this study. for the control group, Electronic Instruction, designed by the Merill 's instructional design model (component display theory) and combine it with the motivational elements of the Keller 's model. for experiment group, Electronic Instruction designed by the Merill 's instructional design model and combine it with the motivational elements of the Keller 's model plus the messages and strategies of volitional control. Motivational and volitional factors combined based on the Keller 's model (ARCS) for design of motivation, Theories of Kuhl 's action control, Gollwitzer's Implementation Intentions and Zimmerman 's Self- Regulate Learning for volition. Data analysis was done by covariance analysis and using SPSS software version 21.
results showed that despite the not initial difference between the groups, The learning grades of the experimental group have increased, as well as the level of motivation of students, especially in the two elements of relevance and confidence.

Humanities play an important role in the development and promotion of cultural and social values of the society. Emphasis on knowledge production, customizing of the existing knowledge and the importance of fostering specialists in this field, show the significance of humanities. The research evidence shows that, there are no appropriate educational models in the universities of Iran that nurture qualified graduates in humanities. To encounter such a situation, instructional designs need to be based on the competencies required by the students. The focus of this article is on this question: What is the proper educational model for the Humanities?
Method This study is a basic theoretical research, and to respond to the question posed, rational argument based on the library research and review of the related research have been used.
Findings: Based on the argument; graduates in the humanities need to get education that encompasses three categories of cognitive, social and emotional competencies. Social constructivism approach can help fostering these competencies. In this approach, cognitive development occurs in the social context and through the interactions and collaborations that individuals make with one another. We may conclude that the competency-based education model that is emerged from the social constructivism approach is the suitable model for the Humanities.

Using only traditional methods of education does not meet the needs of education today; In today's educational systems, New and active teaching methods in the teaching- learning process has been of interest to many. The purpose of this study was to determine the rate of the effectiveness of Beybee teaching method in enhancing students’ Educational Achievement. The study was experimental. The population includes all the male students in the third grade of secondary school in Sarpole zahab city in academic year 2017. Sixty six students were selected by multi stage random sampling. The tool used in this research was Hermann's motivation enhancement test. The face validity was estimated in the statistical society. The reliability of the questionnaire was 0.81 using the Cronbach's alpha coefficient. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations and covariance analyses. The findings of the research showed that the average scores in enhancing student achievements in experiment group taught through Beybee’s method were significantly more than control group taught in common way in the after test (p=0/001).There was also significance difference between control and experiment groups in the average scores got in enhancing achievement test(p<0/05) Considering the positive impact of Beybee's educational design model on increasing student achievement, it is recommended to use this template to increase students' motivation for student progress..