Advancements in instructional design theory: Contextual module analysis and integrated instructional strategies

Robert D Tennyson, Robert L. Elmore, Leonard Snyder

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

Abstract

In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions: information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational technology to lead in the discovery of theories contributing to acquisition of higher-order cognition.

Original languageEnglish (US)
Pages (from-to)9-22
Number of pages14
JournalEducational Technology Research and Development
Volume40
Issue number2
DOIs
StatePublished - Jun 1 1992

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