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Cited by 69Innovative Teaching and Learning MethodsVisual and Cognitive Learning ProcessesEducational Strategies and Epistemologies

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Three worlds of instructional design: State of the art and future directions

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van Merriënboer, Jeroen J.G., Kirschner, Paul A.·2001·Instructional Science
DOI 10.1023/a:1011904127543
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Crossref · 10.1023/a:1011904127543

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2 of 2 references verified0 citation errors · 0 not checkable

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Claims other papers make about this one

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  • Recent instructional theories stress authentic learning tasks as the driving force for learning.

    “Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind.”

    From Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003) · cites this paper as van Merriënboer & Kirschner, 2001

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 21

  1. Anderson, J.R. (1988). The expert module. In M.C. Polson & J.J. Richardson, eds, Foundations of Intelligent Tutoring Systems, pp. 21–53. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  2. Anderson, J.R. (1993). Rules of the Mind. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  3. Barnett, R. (1997a). Towards a Higher Education for a New Century. London, UK: University of London, Institute of Education.
  4. Barnett, R. (1997b). Higher Education: A Critical Business. Buckingham, UK: Open University Press.
  5. Bloom, B.S., ed. (1956). Taxonomy of Educational Objectives: Cognitive Domain. New York: David McKay.
  6. Collins, A. (1988). Cognitive Apprenticeship and Instructional Technology (Technical Report No. 6899). Cambridge, MA: BBN Labs Inc. · DOI
  7. Descartes, R. (1960). Meditations on First Philosophy (Translated by L.J. Lafleur). New York: Bobbs-Merrill.
  8. Forrester, J.W. (1961). Industrial Dynamics. Cambridge, MA: MIT Press.
  9. Gagné, R.M. (1965). The Conditions of Learning (1st Ed.). New York: Holt, Rinehart and Winston.
  10. Leshin, C.B., Pollock, J. & Reigeluth, C.M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Educational Technology Publications.
  11. Merrill, M.D. (1983). Component display theory. In C.M. Reigeluth, ed., Instructional Design Theories and Models: An Overview of Their Current Status (pp. 278–333). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  12. Nardi, B., ed. (1996). Context and Consciousness: Activity Theory and Human-Computer Interaction. Cambridge, MA: MIT Press.
  13. Piaget, J. (1970). The Science of Education and the Psychology of the Child. New York: Grossman.
  14. Reigeluth, C.M., ed. (1999). Instructional Design Theories and Models: A New Paradigm of Instructional Theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
  15. Rumelhart, D. & Norman, D. (1978). Accretion, tuning and restructuring: Three modes of learning. In J.W. Cotton & R. Klatzky, eds, Semantic Factors in Cognition. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
  16. Snow, R.E. (1990). New approaches to cognitive and conative assessment in education. International Journal of Educational Research 14(5): 455–473.
  17. Spiro, R.J., Coulson, R.L., Feltovich, P.J. & Anderson, D.K. (1988). Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains (Tech. Rep. No. 441). Champaign, IL: University of Illinois, Center for the Study of Reading.
  18. Stachowiak, H. (1973). Allgemeine Modelltheorie [General model theory]. Vienna, Austria: Springer. · DOI
  19. Van Merriënboer, J.J.G. (1997). Training Complex Cognitive Skills. Englewood Cliffs, NJ: Educational Technology Publications.
  20. White, B.Y. & Frederiksen, J.R. (1990). Causal model progressions as a foundation for intelligent learning environments. Artificial Intelligence 42: 99–157. · DOI
  21. Wilson, E.O. (1998). Consilience: The Unity of Knowledge. New York: Alfred A. Knopf.

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Metadata

Authors
van Merriënboer, J. J. G., & Kirschner, P. A.
Affiliations
Open University of the Netherlands (NL)
ORCID
Venue
Instructional Science
Publisher
Springer Science and Business Media LLC
Published
2001-07
Volume
29
Issue
4-5
Pages
429-441
ISSN
  • 0020-4277 (ISSN-L)
  • 1573-1952
DOI
10.1023/a:1011904127543
OpenAlex
W1526521955
Cited by
69
References
2
Citations by year
2024: 2 · 2023: 1 · 2021: 2 · 2020: 1 · 2019: 1 · 2018: 2 · 2016: 2 · 2015: 2 · 2014: 4 · 2013: 1 · 2012: 4
FWCI
8.78
Type
journal article
Language
en
Open access
Licence
Locations
  • Instructional Science (publishedVersion)
  • Utrecht University Repository (Utrecht University) (submittedVersion, other-oa)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Keywords
instructional design, knowledge structure, learning outcomes, teaching methods, learning process, mental models, task performance, authentic problems, instructional design theory

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