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Instructional design strategies and ...

Rivenburg, Carmen R.

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Instructional design strategies and their effect on self-directed learning in online learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructional design strategies and their effect on self-directed learning in online learning./
作者:	Rivenburg, Carmen R.
面頁冊數:	126 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687106
ISBN:	9781321643893

Instructional design strategies and their effect on self-directed learning in online learning.
Rivenburg, Carmen R.

Instructional design strategies and their effect on self-directed learning in online learning. - 126 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

Self-directed learning (SDL) is a needed skill for being successful at learning in the online environment. Expecting learners to process these skills or develop them on their own is naive. It is the job of instructional designers to design courses that help learners develop these skills. This study compared the four instructional design strategies of didactic, gaming, problem-based, and scenario. These four strategies were explored to determine if there was any significant difference between these strategies for developing the self-directed learning skills. The areas of SDL that were explored were awareness, learning strategies, learning activities, self-evaluation and interpersonal. The participants in the study were volunteers from six community colleges located in the southwest part of the United States. The thirty-eight participants who completed the study were over eighteen years old and had taken college level courses. Participants were assigned to one of the four instructional design module of didactic, gaming, problem-based, or scenario to learn about SDL skills. Next, participants took a pre-test to establish their level of SDL skills, learned about SDL skills from one of the instructional design strategies modules, and then re-took the SDL posttest to determine if their level of skill had improved. An ANOVA quasi- experimental method was used to compare the post test scores between the four instructional design strategies and the analysis of variance indicates that there were significant differences among two of the instructional design strategies of gaming and problem-based, F = 3.339, p < .05.

ISBN: 9781321643893Subjects--Topical Terms:

543202
Adult education.

Instructional design strategies and their effect on self-directed learning in online learning.
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