Applying Instructional Design Principles to CAI for Mildly Handicapped Students: Four Recently Conducted Studies

1986 ◽  
Vol 8 (1) ◽  
pp. 13-26 ◽  
Author(s):  
John Woodward ◽  
Doug Carnine ◽  
Russell Gersten ◽  
Mary Gleason ◽  
Gary Johnson ◽  
...  
Keyword(s):  
Instructional Design ◽  
Secondary Students ◽  
Design Principles ◽  
Instructional Program ◽  
Computer Assisted ◽  
Design Variables ◽  
Experimental Treatments ◽  
Instructional Design Principles ◽  
Assisted Instruction ◽  
Drill And Practice

This report summarizes four recently conducted studies involving computer assisted instruction for mildly handicapped secondary students. A variety of CAI programs were used—drill and practice, tutorial, and simulation—and each study focused on the effects of specific instructional design variables. Three of the four studies produced statistically significant differences for the experimental treatments, indicating that sophisticated instructional design principles can make a considerable difference in the effectiveness of an instructional program. This research agenda also has implications for teaching practices which work in concert with the principles used in designing a practical CAI programs.

Creating Content Acquisition Podcasts (CAPs) for Vocabulary

2016 ◽  
Vol 31 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Margaret P. Weiss ◽  
Anya S. Evmenova ◽  
Michael J. Kennedy ◽  
Jodi M. Duke
Keyword(s):  
Instructional Design ◽  
General Education ◽  
Secondary Students ◽  
Design Principles ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Content Acquisition ◽  
High Incidence ◽  
Instructional Design Principles ◽  
High Incidence Disabilities

Mastering content vocabulary is critical to the success of students with high-incidence disabilities in the general education curriculum. General education classrooms often do not offer the opportunities necessary for these students to master important vocabulary. Teachers often look to technology to help. Several studies have indicated that content acquisition podcasts (CAPs) may have an impact on the vocabulary learning of secondary students with high-incidence disabilities. In this study, 37 in-service teachers enrolled in a master’s program in special education were taught to create CAPs for vocabulary terms in a course focused on methods for secondary-level instruction. Teacher-created podcasts were assessed on the presence of Mayer’s instructional design principles as well as evidence-based practices for vocabulary instruction. Although teachers were able to include many instructional design principles related to technology in their CAPs, their use of instructional principles and evidence-based practices was inconsistent. Implications are discussed.

Culturally Sensitive Instructional Design Principles for Online Learning Environments

2018 ◽  
pp. 292-326
Author(s):  
Gülten Kartal ◽  
Elif Toprak ◽  
Evrim Genc Kumtepe
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cultural Diversity ◽  
Learning Environments ◽  
Design Principles ◽  
Culturally Sensitive ◽  
Online Learning Environments ◽  
E Learning ◽  
Efficient Learning ◽  
Instructional Design Principles

Distance education and e-learning practices are preferred by increasing number of people and institutions in the recent years all around the globe. It's clear that there are different interests, expectations, needs, characteristics, and backgrounds of participants in these learning environments. In this connection, it is important that courses are designed, taking cultural diversity into account, optimizing self-learning in such environments. The instructional designs that support multiculturalism in learning environments, lead to more efficient learning. Based on the awareness about cultural diversity, this chapter focuses on culturally sensitive instructional design principles for online learning environments. Firstly, “culture” as a concept and its components, based on various prominent definitions in literature are given. Then, the design principles are discussed with a critical look on online learning environments, with an eye to different theories and studies of leading researchers in the field.

scholarly journals Universal instructional design principles for mobile learning

2011 ◽  
Vol 12 (2) ◽  
pp. 143 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Previous Analysis ◽  
New Technology ◽  
Design Principles ◽  
Educational Materials ◽  
Instructional Design Principles ◽  
Content Design

The report extends a previous analysis of universal instructional design principles in distance education by applying them to the design of mobile learning. Eight principles with particular relevance for distance education are selected, and their recommendations are discussed in relation to the design of educational materials for a range of mobile devices. The problems and opportunities of mobile learning are discussed as is the need for educators to focus on content design issues rather than on searching for the next new technology.

Coordination of Instruction and Reinforcement as Enhancers of the Effectiveness of Computer-Assisted Instruction

1987 ◽  
Vol 3 (2) ◽  
pp. 219-230 ◽  
Author(s):  
Annette F. Gourgey
Keyword(s):  
Conceptual Understanding ◽  
Classroom Instruction ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reinforcement Condition ◽  
Remedial Students ◽  
Formal Instruction ◽  
Significant Difference ◽  
Assisted Instruction ◽  
Drill And Practice

Three conditions of administration of drill-and-practice computer-assisted instruction were studied: CAI lessons coordinated with formal classroom instruction, CAI with reinforcement for good performance, and CAI alone. Seventy-seven grade 4 to 8 remedial students studied reading; 124 studied math. All three groups gained in achievement. In reading, the reinforcement condition was most effective, with no significant difference between CAI with coordinated instruction and CAI alone. In math, CAI with coordinated instruction was most effective, with no significant difference between CAI with reinforcement and CAI alone. It was concluded that type of administration affects CAI effectiveness, that motivation may strongly affect achievement in reading, and that formal instruction combined with CAI is essential for conceptual understanding in mathematics.

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