The Influence of Values and Rich Conditions on Designers' Judgments about Useful Instructional Methods

Autor/in	Honebein, Peter C.
Titel	The Influence of Values and Rich Conditions on Designers' Judgments about Useful Instructional Methods
Quelle	In: Educational Technology Research and Development, 65 (2017) 2, S.341-357 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9485-y
Schlagwörter	Instructional Design; Teaching Methods; Value Judgment; Accuracy; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Werturteil; Unterrichtserfolg
Abstract	An instructional designer's values about instructional methods can be a curse or a cure. On one hand, a designer's love affair for a method may cause them to use that method in situations that are not appropriate. On the other hand, that same love affair may inspire a designer to fight for a method when those in power are willing to settle for a less effective, efficient, and appealing method. The purpose of this research is to explore instructional designers' values about methods and their willingness to sacrifice those methods in situations involving both lean and rich conditions. We asked 33 instructional designers to rate the usefulness of 31 instructional methods for No Conditions (values), Learning Domains (lean conditions), and Scenarios (rich conditions). The results show that instructional designers readily sacrifice their values for both lean and rich conditions. Furthermore, the precision of designer judgments about useful instructional methods increase as conditions become richer. Overall, the results provide evidence that supports the core principles of instructional planning theory, specifically associated with the interaction between conditions and values. The results also provide instructional designers guidance in selecting the most useful instructional methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01