Integrating the Affective Domain into the Instructional Design Process.

Autor/in	Main, Robert G.
Institution	California State Univ., Chico. Coll. of Communication.
Titel	Integrating the Affective Domain into the Instructional Design Process.
Quelle	(1992), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Affective Behavior; Affective Objectives; Curriculum Development; Higher Education; Humanistic Education; Instructional Design; Learning Theories; Lesson Plans; Military Science; Student Motivation; Teacher Education; Teaching Models; Technology + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humanistische Bildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning theory; Lerntheorie; Lesson planning; Unterrichtsplanung; Military studies; Militärwissenschaft; Schulische Motivation; Lehrerausbildung; Lehrerbildung; Lehrmodell; Technologie
Abstract	This study begins with a definition of the affective domain and its importance to learning, outlining its impact both in achieving affective behaviors and in facilitating cognitive and psychomotor objectives. The study then develops a model of instructional design that incorporates the affective domain as an integral component. The model combines J. Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) model of motivation for learning with the five-phase military instructional design model (analysis, design, development, implementation, and evaluation). The proposed model provides a framework for organizing instructional principles, strategies, and techniques concerning the affective domain and furnishes a theoretical base to aid in formulating research hypotheses and collecting empirical data. The model is designed to help in providing for systematic consideration of the affective domain in every aspect of the instructional design process, from curriculum planning and design through lesson development, delivery, and evaluation of learning results. Attention to the affective domain is viewed as being particularly important for technology-based instruction that removes teacher/student interaction from the lesson delivery. The study concludes with recommendations for research needed to operationalize the model. (Contains approximately 40 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC