東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Instructional design strategies and ...

Rivenburg, Carmen R.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional design strategies and their effect on self-directed learning in online learning./
Author:	Rivenburg, Carmen R.
Description:	126 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Adult education. -
Online resource:	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.
LDR:02513nmm a2200277 4500 001 2065963
005 20151205152857.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321643893
035 $a (MiAaPQ)AAI3687106
035 $a AAI3687106
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rivenburg, Carmen R. $3 3180722
245 1 0 $a Instructional design strategies and their effect on self-directed learning in online learning.
300 $a 126 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Carla Lane.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a 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.
590 $a School code: 1351.
650 4 $a Adult education. $3 543202
650 4 $a Educational technology. $3 517670
690 $a 0516
690 $a 0710
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 1351
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687106