Are Individual Differences Undertreated in Instructional Design?

Autor/in	Gropper, George L.
Titel	Are Individual Differences Undertreated in Instructional Design?
Quelle	In: Educational Technology, 55 (2015) 2, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1962
Schlagwörter	Instructional Design; Individual Differences; Student Needs; Remedial Instruction; Prior Learning; Classification; Models; Independent Study; Learning Strategies; Study Skills; Training; Parent Participation; Parents as Teachers; Feedback (Response); Student Interests; Sampling; Pacing; Prevention; Error Patterns; Track System (Education); Progress Monitoring; Instructional Materials + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Individueller Unterschied; Förderkurs; Vorkenntnisse; Classification system; Klassifikation; Klassifikationssystem; Analogiemodell; Selbststudium; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Studientechnik; Ausbildung; Elternmitwirkung; Studieninteresse; Lerntempo; Prävention; Vorbeugung; Fehlertyp; Leistungsgruppe; Leistungsdifferenzierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Instructional design can be more effective if it is as fixedly dedicated to the accommodation of individual differences as it currently is to the accommodation of subject matters. That is the hypothesis. A menu of accommodation options is provided that is applicable at each of three stages of instructional development or administration: before, during, and after. Some are routinely used now. Some are new. Their collective purpose is to narrow the effects that the distribution of abilities and interests, that is always present, will exact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01