Applying Learning Theories and Instructional Design Models for Effective Instruction

Autor/inn/en	Khalil, Mohammed K.; Elkhider, Ihsan A.
Titel	Applying Learning Theories and Instructional Design Models for Effective Instruction
Quelle	In: Advances in Physiology Education, 40 (2016) 2, S.147-156 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00138.2015
Schlagwörter	Learning Theories; Instructional Design; Instructional Effectiveness; Educational Strategies; Outcomes of Education; Science Instruction; Cognitive Processes; Difficulty Level; Higher Education; Instructional Materials; Short Term Memory; Teaching Methods; Formative Evaluation; Summative Evaluation + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Lehrstrategie; Lernleistung; Schulerfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kurzzeitgedächtnis; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01