The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Developing Prescriptive Taxonomies for Distance Learing Instructional Design
Abstract
One of the central problems and corresponding challenges facing the multidisciplinary fields of distance learning and instructional design has been in the construction of theory-grounded, research-based taxonomies for prescribing what particular strategies and approaches should be employed when, how, and in what combination to be most effective and efficient for teaching specific knowledge domains and performance outcomes. While numerous scholars and practioners across a wide range of associated instructional design fields have created a rich variety of effective, efficient, and very current prescriptions for obtaining specific learning outcomes in specific situations (Anderson & Elloumi, 2004; Marzano, 2000; Merrill, 2002a; Nelson & Stolterman, 2003; Reigeluth, 1999a; Shedroff, 1999; Wiley, 2002), to date, no single theory-grounded and research-verified unifying taxonomic scheme has successfully emerged to address all existing and potential educational problems across the phenomena of human learning and performance.
Related Content
|
Jessica A. Manzone, Julia L. Nyberg.
© 2024.
22 pages.
|
|
Angela Marie Novak, Brittany N. Anderson.
© 2024.
27 pages.
|
|
Lucy K. Hunt, Erin Yoshida-Ehrmann.
© 2024.
20 pages.
|
|
Angela Marie Novak.
© 2024.
36 pages.
|
|
Lynne F. Henwood.
© 2024.
19 pages.
|
|
Sean Doyle.
© 2024.
20 pages.
|
|
Nyree D. Clark.
© 2024.
26 pages.
|
|
|