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Adanya artikel berbahasa inggris mungkin sedikit banyak akan menjadi
penghalang bagi pengunjung infoskripsi dalam mengonsumsi muatan dari
artikel di sini. Hal ini semata saya lakukan untuk memperbanyak koleksi
yang saya punya. Karena terus terang referensi yang berbahasa Indonesia
masih terbatas. Di samping ingin mencoba menarik pengunjung dari luar
negeri. |
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Online Teaching: Instructional Design Theories Part II
C. M. Reigeluth
HISTORY OF ID THEORIES
Like most fields, ID theory began by investigating general
instructional variables, such as expository vs. discovery, lecture vs.
discussion, and media-based vs. traditional methods. It was soon
realized that two discovery methods could differ more from each other
than do a discovery and an expository method. The field then gradually
entered an analysis phase in its development (which began to gain
visibility in the late 1950s with B F Skinner's work). The research
objective was to break a method down into elementary components and
discover which ones made a difference. Instructional researchers then
proceeded to build a considerable knowledge base of validated
prescriptions, primarily for the simpler types of learning, for which
the behaviorist paradigm was fairly adequate. |
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Online Teaching: Instructional Design Theories Part I
C. M. Reigeluth Instructional
design (ID) is concerned with discerning the methods of instruction
that are most likely to work best for different situations. This entry
will begin by exploring the idea of ID. Elaborations of the definition
will include a description of the conditions-method’s-outcomes nature
of ID theories and contrasts between ID and learning theories, between
prescriptive and descriptive theories, between pragmatic (or eclectic)
and ideological views of instruction, between validity and superiority
as criteria for judging ID theory, between general and detailed
theories, and between ID theories and ID process models. The entry will
then present a brief history of ID theories and project their future
evolution to meet the needs of a post industrial, information-based
society. Finally, there will be a discussion of trends and issues
relating to the emergence of a new paradigm of instruction to meet the
needs of the information-age society, including the need to develop
prescriptions for the use of adaptive strategies, advanced
technologies, constructivist strategies, minimalist instruction,
affective learning, and systemic change. |
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A common mistake in educational research is to investigate persons from
the appropriate population simply because they are available. For
example, a researcher might select all subjects from one school because
she happens to know the school principal and is sure that the principal
will grant permission to do the study in that school. The problem with
this strategy is that the research results cannot be applied with much
confidence to other objects who are members of the same population.
Suppose that the researcher has selected all subjects from one school,
and subsequently finds that subjects exposed to teaching method A learn
significantly better than subjects exposed to teaching method B. A
principal in another school car, legitimately raise the question: How
do I know that teaching method A will be superior in my school.
Generalization from one school to another or from one sample of
students to another is risky, unless the researcher has selected
subjects by means of appropriate sampling techniques.
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Reference
Contoh Jabaran Variabel Penelitian, Sub Variabel dan Indikator Penelitian (16958)
Thesis: Action Research Tutorial (6425)