Instructional Design Theories and Models

Charles M. Reigeluth

doi:10.4324/9780203824283

Cited by 2,192Visual and Cognitive Learning ProcessesInnovative Teaching and Learning MethodsEducational Assessment and Pedagogy

Instructional Design Theories and Models

Charles M. Reigeluth·1983·Routledge eBooks

DOI 10.4324/9780203824283

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Abstract

Instructional Design Theories and Models is a thorough yet concise overview of eight of the most comprehensive and best-known attempts to integrate knowledge about effective and appealing instruction. Chapters were written by the original theorists to provide a more accurate and behind-the-scenes look at the theories' development. Instructional Des

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The elaboration theory proposes that the design of educational content must follow a sequence from simple to complex.
“Our study was guided by the elaboration theory, developed by Reigeluth and colleagues in 1983, which proposes that the design of educational content must follow a sequence from simple to complex.21”
From Comprehensive licensure review and adaptive quizzing assignments for enhancement of end-of-programme exit examination scores in Saudi Arabia: a quasi-experimental study (2023) · cites this paper as [21]
The instructor organises and delivers the educational material to suit the learners' needs and help achieve the desired learning outcomes.
“The instructor organises and delivers the educational material to suit the learners’ needs and help achieve the desired learning outcomes.21”
From Comprehensive licensure review and adaptive quizzing assignments for enhancement of end-of-programme exit examination scores in Saudi Arabia: a quasi-experimental study (2023) · cites this paper as [21]
Learners' motivation to accomplish a predetermined objective is crucial for acquiring knowledge and skills.
“Furthermore, Reigeluth and Stein proposed that learners’ motivation to accomplish a predetermined objective is crucial for acquiring knowledge and skills.21”
From Comprehensive licensure review and adaptive quizzing assignments for enhancement of end-of-programme exit examination scores in Saudi Arabia: a quasi-experimental study (2023) · cites this paper as [21]

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Authors: Reigeluth, C. M.
Corresponding author: Charles M. Reigeluth
ORCID: Charles M. Reigeluth
Venue: Routledge eBooks
Publisher: Routledge
Published: 1983-11-01
DOI: 10.4324/9780203824283
OpenAlex: W1493910332
Cited by: 2,192
References: 0
Citations by year: 2026: 12 · 2025: 20 · 2024: 45 · 2023: 49 · 2022: 49 · 2021: 61 · 2020: 69 · 2019: 75 · 2018: 91 · 2017: 56 · 2016: 68 · 2015: 94 · 2014: 80 · 2013: 95 · 2012: 86
FWCI: 14.72
Type: book
Language: en
Open access: closed
Locations: Routledge eBooks (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Education › Educational Assessment and Pedagogy
Keywords: instructional design theory, instructional design model, teaching effectiveness, history of instructional design

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Instructional Design Theories and Models

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