Four-Component Instructional Design (4C/ID) Model: A Meta-Analysis on Use and Effect

Autor/inn/en	Costa, Joana Martinho; Miranda, Guilhermina Lobato; Melo, Mário
Titel	Four-Component Instructional Design (4C/ID) Model: A Meta-Analysis on Use and Effect
Quelle	In: Learning Environments Research, 25 (2022) 2, S. 445-463Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Costa, Joana Martinho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-021-09373-y
Schlagwörter	Instructional Design; Models; Meta Analysis; College Instruction; Performance + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Meta-analysis; Metaanalyse; Hochschullehre; Achievement; Leistung
Abstract	The four-component instructional design model (4C/ID) has been increasingly used in face-to-face and online learning environments. We present a meta-analysis on the use and effect on performance of educational programs developed with the 4C/ID model after more than 20 years of its application and research in different academic areas and technical training. We performed the meta-analysis through the combination of effect sizes from studies using Cohen's d. The combination of the studies suggests that the use of educational programs developed with 4C/ID has a high impact on performance (d = 0.79 standard deviations), regardless of the academic area, the design of the study and the outcome (knowledge and complex skills). The grade under study was a significant moderator on the effect, showing that the higher-education level is more suitable for application of the 4C/ID model. Our results suggest that the use of the 4C/ID model should be prioritized as an instructional model in college and university learning environments. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01