Instructional Models Effective in Distance Education.

Autor/inn/en	Jackman, Diane H.; Swan, Michael K.
Titel	Instructional Models Effective in Distance Education.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Programs; Distance Education; Graduate Students; Higher Education; Inquiry; Instructional Effectiveness; Memorization; Role Playing; Simulation; Student Attitudes; Student Surveys; Teaching Methods + Suchen Sie Ihr Suchwort? Studienprogramm; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Gedächtnistraining; Rollenspiel; Simulation program; Simulationsprogramm; Schülerverhalten; Schülerbefragung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to identify which instructional models based on the framework of Joyce, Weil, and Showers, could be used effectively in distance education over the Interactive Video Network (IVN) system in North Dakota. Instructional models have been organized into families such as Information Processing, Social, Personal, and Behavioral systems. Each family contains several different instructional models with similar assumptions leading to similar outcomes. Models may involve techniques like advance organizers, analogies, memorization, simulation, and role playing. Subjects were 126 students enrolled in selected IVN distance education courses at North Dakota State University during 1993-1994 and 1994-1995 academic years and the summer 1995 session. These included students enrolled in graduate courses offered by the School of Education, and one undergraduate/graduate course offered by the College of Business. A survey was administered to students at both on-campus and off-campus sites to measure the most effective and preferred of the instructional models. Results indicated that the six highest ranking instructional models (representing three of the families of instructional models) most effectively utilized over a distance delivery system are: role playing; simulation; jurisprudential; memorization; synectics; and inquiry. Students perceived direct instruction to be the least effective instructional model. They preferred models that actively engage them as learners both physically and mentally. Recommendations for future research include: examine the relationship between the discipline and the instructional models favored; evaluate and revise the distance education handbook to include specific ideas from IVN instructors; and evaluate the instructional models currently being used. A table provides a rank order to effective instructional models using IVN distance education. (Contains 11 references.) (AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC