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Instructional Design Theories and Models
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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“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”
In the citing paper
“The instructor organises and delivers the educational material to suit the learners’ needs and help achieve the desired learning outcomes.21”
In the citing paper
“Furthermore, Reigeluth and Stein proposed that learners’ motivation to accomplish a predetermined objective is crucial for acquiring knowledge and skills.21”
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“…methods for conveying the instruction to the learner and/or for receiving and responding to input from the learner, and to organizational strategies, which are instructional methods for organizing the learning tasks and the contents that have been selected for instruction (Reigeluth, 1983).”
MethodActivity-Based Learner-Models for Learner Monitoring and Recommendations in Moodle
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“This is mainly due to the fact that rules are an integral part of every instructional design [12], [16].”
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“A wide variety of instructional tactics have been put forth that encourage a learner to relate new information to existing knowledge (cf., Annett and Sparrow, 1985; Ausubel, Novak and Hanesian, 1978; Brooks and Dansereau, 1987; Clark and Voogel, 1985; Mayer, 1975, 1981, 1982; Merrill, 1983, 1987; Reigeluth, 1983a, 198…”
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Hoz, R., Bowman, D., & Kozminsky, E. (2001) · Instructional Science · doi:10.1023/a:1017528513130 · Cited by 35
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“Needs analysis is recognized as a critical component in every instructional design and performance improvement model (Branch and Kopcha 2014; Morrison et al. 2013; Reigeluth 2013; Wilmoth et al. 2010).”
BackgroundProcess support in learning tasks for acquiring complex cognitive skills in the domain of law
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“If students regard the quality of the instructional material to be insufficient, they are less inclined to study it, which will also be reflected in their motivation (Keller, 1983).”
Hypothesized performance on complex tasks as a function of scaled instructional strategies
Merrill, M. (2005) · Cited by 32
Ten misconceptions about minimalism
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GTE: An epistemological approach to instructional modelling
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A methodology for characterizing computer-based learning environments
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“Keller [11] proposed the ARCS model, a problem solving approach towards designing the motivational Fig 1 Kinect sensor Multimed Tools Appl (2016) 75:10037–10057 10039”
MethodAchtenhagen, F. (2007) · VS Verlag für Sozialwissenschaften eBooks · doi:10.1007/978-3-531-90622-5_37 · Cited by 31
Learner interests, achievement, and continuing motivation in instruction
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Reflections on the implications of constructivism for educational technology
Reigeluth, C. M. (1991) · Educational Technology archive · Cited by 31
Self-citationInstructional design for meaningful learning
Kember, D. R. (1991) · Instructional Science · doi:10.1007/bf00043255 · Cited by 31
Adaptive Assessment Improving Interaction in an Educational Hypermedia System
Gouli, E., Kornilakis, H., Papanikolaou, K. A., et al. (2001) · Cited by 31
Intelligent Computer Assisted Instruction Systems: The Nature of Learner Control
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“Later, Merrill, Kowallis and Wilson (1981) and Reigeluth (1983) incorporated cognitive theories for instructional design practice.”
BackgroundA profile of instructional designers in Australia
Allen, M. (1996) · Distance Education · doi:10.1080/0158791960170103 · Cited by 30
Enhancing environmental awareness: Ecological and economic effects of food consumption
Hansmann, R., Scholz, R. W., Francke, C.-J. A. C., & Weymann, M. (2005) · Simulation & Gaming · doi:10.1177/1046878105279116 · Cited by 30
“…incorporation of a simulation game, along with debriefing, into a broader instructional design, as accomplished in Experiment 1, has to be considered as crucial for the effectiveness of a simulation game as a teaching tool, for example, in school education (Kerres & Jechle, 2000; Reigeluth, 1983).”
MethodUser interface improvements in computer-assisted instruction, the challenge
Chalmers, P. A. (2000) · Computers in Human Behavior · doi:10.1016/s0747-5632(00)00022-4 · Cited by 30
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Koper, R. (1995) · British Journal of Educational Technology · doi:10.1111/j.1467-8535.1995.tb00127.x · Cited by 30
“Reigeluth (1983) speaks about 'instructional-design theories and models'.”
BackgroundHow Should Instructional Designers Be Educated?
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McLeod, J., & Vasinda, S. (2008) · Computers in the Schools · doi:10.1080/07380560802394815 · Cited by 34
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“In addition to helping learners consolidate knowledge better and longer, cognitivists believe that such processing can help cognitive structuring or re-constructing (Reigeluth, 1983).”
BackgroundMood Recognition during Online Self-Assessment Tests
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“Implications for Instructional Design The basic principle of Reigeluth's Elaboration Theory (1987, 1999; Reigeluth & Stein, 1983; Reigeluth, Merrill, Wilson, & Spiller, 1980; van Patten, Chao, & Reigeluth, 1986) is that instruction should be organized from the simplest representation of the…”
BackgroundEducational characteristics of tumor conferences in teaching and non-teaching hospitals.
Radecki, S. E., Nyquist, J. G., Gates, J. D., et al. (1995) · PubMed · Cited by 29
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Spector, J. M., & Davidsen, P. I. (1997) · Computers in Human Behavior · doi:10.1016/s0747-5632(97)80002-7 · Cited by 30
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“Some theorists have made the observation that there is already a great deal of scientific knowledge about learning and cognition and what is needed now is a synthesis of those areas of knowledge which are most likely to increase the quality of instructional products (Reigeluth, 1983; Reigeluth, 1985; Gerlach, 1984).”
BackgroundCurtis, R. V. (1988) · Instructional Science · doi:10.1007/bf00052703 · Cited by 28
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“Instructional theory typically divides instructional methods into the micro level (how to teach a single instructional unit) and the macro level (selection, sequencing, and synthesis of instructional units)(Reigeluth 1983a).”
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“Cognitive researchers have long claimed that the control exacted by learners is important in effective learning (Merrill, 1975; Reigeluth & Stein, 1983).”
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“Sections included the way in which content is organized (ie, organizational strategies), how material is presented (ie, delivery strategies), and the way in which learners interact with the content (ie, management strategies) [16].”
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Metadata
- Authors
- Reigeluth, C. M.
- Corresponding author
- Charles M. Reigeluth
- ORCID
- Charles M. Reigeluth
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 1983-11-01
- 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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