Characteristics of Context for Instructional Design

Autor/in	Hansen, Brett E.
Titel	Characteristics of Context for Instructional Design
Quelle	(2010), (200 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-2301-4
Schlagwörter	Hochschulschrift; Dissertation; Instructional Design; Qualitative Research; Data Analysis; Internet; Content Analysis; Higher Education; Ethnography; College Graduates + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lesson concept; Lessonplan; Unterrichtsentwurf; Qualitative Forschung; Auswertung; Inhaltsanalyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnografie; Hochschulabsolvent; Hochschulabsolventin
Abstract	The fast-paced and continual change experienced in the workplace requires graduates to possess knowledge that can immediately transfer to their chosen profession so that they can quickly become productive and successful. Learning in context is known to have positive effects on learning and facilitate the transfer of knowledge from learning environment to application. However, integrating actual contexts as a component of designing instruction is not strongly embraced by instructional designers; nor are context-based learning environments widely accepted in higher education. A contributing factor to the limited use of context is that many theories that describe the integration of real-world contexts in learning do so at a high level of abstraction. An elemental definition of context is needed to understand and provide design attributes of context for instructional design. To facilitate this definition, Internet job postings were recognized as providing unbiased descriptions of workplace contexts. An ethnographic content analysis of Internet job postings was accomplished to discover and define the elements of context. Using ATLAS.ti[R] (Computer Assisted Qualitative Data Analysis Software), 173 job postings for instructional designers were reviewed, coded, and the elements and relationships of context modeled. The resultant context model provides a usable basis for instructional designers to better understand and design context-based learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10