Abstract
In the literature, it is generally agreed upon that the roots and theoretical base of Instructional Design (I.D.) can be found in behaviorism (see Andrews & Goodson, 1981; Case & Bereiter, 1984; Merrill, Kowallis & Wilson, 1981; Jonassen, 1990; Spencer, 1988). I.D. originates from the endeavors of behavioristic learning psychologists, like Skinner (1954) and Pressey (1960) to make instruction more controllable, efficient and effective by applying behavioristic learning principles. In addition, for the construction of particular I.D. models, derivates and aspects of General System Theory (Jonassen, 1984) were added to basic learning principles.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Andrews, D.H. & Goodson, L.A. (1981). A comparative analysis of models of instructional design. Journal of Instructional Development, 3(4), 2–16.
Baker, E.L., Atwood, N.K., & Duffy, T.M. (1988). Cognitive approaches to assessing the readability of text. In A. Davison, & G.M. Green (Eds.), Linguistic complexity and text comprehension. Readability issues reconsidered. Hillsdale, N.J.: Lawrence Erlbaum Associates, p. 55–83.
Bednar, A.K., Cunningham, D., Duffy, T.M., & Perry, J.D. (1992). Theory into practice: How do we link? In G.A. Anglin (Ed.). Instructional technology: Past, present and future. Denver, CO: Libraries Unlimited.
Bonner, J. (1988). Implications of cognitive theory for instructional design: Revisited. Educational Communications and Technology journal, 36(1), 3–14.
Briggs, L. J. (1982). Instructional design: Present strengths and limitations, and a view of the future. Educational Technology, 22(10), 18–23.
Calfee, R. (1984). Cognitive psychology and educational practice. Review of Research in Education, 9, p. 3–73.
Case, R. & Bereiter, C. (1984). From behaviorism to cognitive behaviorism to cognitive development: Steps in the evolution of instructional design. Instructional Science, 13, 141–158.
Clark, R.E. (1989). Current progress and future directions for research in instructional technology. Educational Technology Research & Development, 37(1), 57–66.
Clark, R.E. (1990a). The contributions of cognitive psychology to the design of technology supported powerful learning environments. s.l.: University of Southern California, 12 pp.
Clark, R.E. (1990b). Domain-general transfer of problem solutions: Cognitive structures, processes and instructional methods. California: University of Southern California, 41 pp.
Clark, R.E., & Voogel, A. (1985). Transfer of training principles for instructional design. Educational Communication and Technology Journal, 33(2), 113–125.
Cobb, P. (1990). A constructivist perspective on information-processing theories of mathematical activity. International Journal of Educational Research, 14(1), 67–92.
Collins, A. Brown, S.J., & Newman, S.E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In: L.B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, N.J.: Lawrence Erlbaum Associates, 453–494.
Council of Europe (1980). Educational technology for permanent education: A critical re-appraisal. Strasbourg: Council of Europe.
Cziko, G.A. (1989). Unpredictability and indeterminism in human behavior: Arguments and implications for educational research. Educational Researcher, 18(3), 17–25.
Di Vesta, F. & Rieber, L.P. (1987). Characteristics of cognitive engineering: The next generation of instructional systems. Educational Communications and Technology Journal, 35(4), 213–230.
Duffy, T.M. (1990). Toward aiding the text design process. Bloomington, In.: Indiana University, 9 pp. (Paper symposium ‘Improving the quality of texts through rewriting’, AERA, Boston).
Elen, J., & Lowyck, J. (1989). Een cognitief model voor de ontwikkeling van schriftelijk studiemateriaal. Tijdschrift voor Hoger Onderwijs, 7(3), 89–100.
Gagne, R.M., Merrill, M.D. (1989). Integrative goals for instructional design. Educational Technology Research & Development, 38(1), 23–30.
Gallini, J.K., & Fisk, A.D. (1986). An information-processing approach to instructional system design. Educational Technology, 26(4), 24–26.
Gardner, M.K. (1985). Cognitive approaches to instructional task analysis. Review of Research in Education, 12, 157–195.
Glaser, R. (1971). The design of instruction. In: M.D. Merrill (Ed.). Instructional design: Readings. Englewood Cliffs, NJ: Prentice Hall, p. 18–37.
Glaser, R. (1976). Components of a psychology of instruction: Toward a science of design. Review of educational research, 46, 1–24.
Greer, B. & Verschaffel, L. (1990). Introduction. In B. Greer & L. Verschaffel (Eds.). Mathematics education as a proving-ground for information-processing theories. International Journal of Educational Research, 14(1), 3–12.
Gropper, G.L. (1983). A meta-theory of instruction: A framework for analyzing and evaluating instructional theories and models. In C.M. Reigeluth (Ed.). Instructional-design theories and models: An overview of their current status. Hillsdale, N.J.: Lawrence Erlbaum Associates, p. 37–53.
Jonassen, D.H. (1984). The mediation of experience and educational technology. Educational Communications and Technology Journal, 32(3), 153–167.
Jonassen, D.H. (1985). Generative learning vs. mathemagenic control of text processing. In D.H. Jonassen (Ed.), The technology of text. Vol. 2. principles for structuring, designing, and displaying text. Englewood Cliffs, NJ.: Educational Technology Publications, p. 9–45.
Jonassen, D.H. (1990). Toward a constructivist view of instructional design. Educational Technology, 30 (Sept.), 32–34.
Kintsch, W. (1986). Learning from text. Cognition and Instruction, 3(2), 87–108.
Landa, L.N. (1983). Descriptive and prescriptive theories of learning and instruction: An analysis of their relationships and interactions. In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates, p. 55–69.
Lowyck, J. (1980). A process analysis of teaching (report number 21). Leuven: Leuven University.
Lowyck, J. (1988). Herorintatie in de cursusontwikkeling: een perspectief. In J. Lowyck, J. Elen, & J. Van den Branden (Eds.). Actuele trends in cursusontwikkeling. Leuven: K.U. Leuven, O.U. Eenheid, p. 3–8.
Lowyck, J. (1990) Teacher thinking studies: Bridges between description, prescription and application. In C. Day, M. Pope & P. Denicolo (Eds.). Insights into teachers’ thinking and practice. London/New York: Falmer Press, 85–103.
Lowyck, J. & Elen, J. (1990). Self-study packages: vantage points for a new instructional design. International Journal of Educational Research, 14(6), 565–579.
Merrill, M.D. (1971). Fundamentals of instructional design. In M.D. Merrill (Ed.), Instructional design: Readings. Englewood Cliffs, N.J.: Prentice Hall, p.1–4.
Merrill, M.D., Kowallis, T. & Wilson, B.G. (1981). Instructional design in transition. In F.H. Farley & N.J. Gordon (Eds.). Psychology and education: The State of the union. Berkeley: McCutchan, p. 298–348.
Merrill, M.D., Li, Z., & Jones, M.K. (1990). Limitations of first generation instructional design. Educational Technology, 30 (Jan.), 7–11.
Nelson, W.A. (1987). Procedural differences and knowledge organization in expert and novice instructional designers. Blacksburg, Virginia: Virginia Polytechnic Institute and State University, 17 pp. (Paper AERA, 1987, Washington D.C.).
Nelson, W.A., Magliaro, S. & Sherman, T.M. (1988). The intellectual content of instructional design. Journal of Instructional Development, 11(1), 29–35.
Palincsar, A.S. & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.Cognition and Instruction, 1, 117–175.
Posner, G.S. (1978). Tools for curriculum research and development: Potential contributions from cognitive science. Curriculum Inquiry, 8(4), 311–340.
Pressey, S.L. (1960). A third and fourth contribution toward the coming ‘industrial revolution’ in education. In A.A. Lumsdaine, & R. Glaser (Eds.), Teaching machines and programmed learning. A source book. Washington, D.C.: National Education Association, p. 47–51.
Reif, F. (1985). Acquiring an effective understanding of scientific concepts. In L.H.T. West, & A.L. Pines (Eds.), Cognitive structure and conceptual change. Orlando/London: Academic Press, p. 133–156. (Educational Psychology Series)
Reigeluth, C.M. (1983). Instructional design: What is it and why is It ? In C.M. Reigeluth (Ed.). Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates, p. 3–36.
Reigeluth, C.M. (1989). Educational technology at the crossroads: New mindsets and new directions Educational Technology Research and Development, 37(1), 67–80.
Resnick, L.B. (1983). Toward a cognitive theory of instruction. In S.G. Paris, G.M. Olson, & H.W. Stevenson (Eds.). Learning and motivation in the classroom. Hillsdale, N.J.: Lawrence Erlbaum Associates, p. 5–38.
Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10–18.
Schmitt, M.C., & Newby, T.J. (1986). Metacognition: Relevance to instructional design. Journal of Instructional Development, 9(4), 29–33.
Shavelson, R.J. (1974). Methods for examining representations of a subject-matter structure in a student’s memory. Journal of Research in Science Teaching, 11(3), 231–249.
Shuell, T.J. (1982). Developing a viable link between scientific psychology and educational practices. Instructional Science, 11, 155–167.
Shuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56(4), 411–436.
Shuell, T.J. (1988). The role of the student in learning from instruction. Contemporary Educational Psychology, 13, 276–295.
Simons, P.R.J. (1989). Learning to learn. In P. Span, E. De Corte, & B. Van Hout-Wolters (Eds.). Onderwijsleerprocessen: Strategien voor verwerking van informatie. Lisse: Swets & Zeitlinger, p. 15–25.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24, 86–97.
Spencer, K. (1988). The psychology of educational technology and instructional media. London: Routledge.
Spiro, R.J. (1980). Constructive processes in prose comprehension and recall. In R.J. Spiro, B.C. Bruce, & W.F. Brewer. Theoretical issues in reading comprehension. Hillsdale, N.J., Lawrence Erlbaum Associates, 245–278.
Streibel, M.J. (1989). Instructional design and situated learning: Is a marriage possible? Madison: University of Wisconsin (Paper AERA, 1989, San Francisco).
Strike, K.A., & Posner, G.J. (1985). A conceptual change view of learning and understanding. In L.H.T. West, & A.L. Pines (Eds.). Cognitive structure and conceptual change. Orlando/London: Academic Press, p. 211–231. (Educational Psychology Series)
Taylor, R. & Doughty, P.L. (1988). Instructional development models: Analysis at the task and subtask level. Journal of Instructional Development, 11,4, p. 19–28.
Tennyson, R.D., & Rasch, M. (1988). Linking cognitive learning theory to instructional prescriptions. Instructional Science, 17, 369–385.
Vermunt, J.D.H.M. (1989). The interplay between internal and external regulation of learning, and the design of process-oriented instruction. Tilburg: Tilburg University (Paper EARLI, 1989, Madrid).
Wildman, T.M. (1981). Cognitive theory and the design of instruction. Educational Technology, 21, 14–20.
Wildman, T.M., & Burton, J.K. (1981). Integrating learning theory with instructional design. Journal of Instructional Development, 4, 5–14.
Winn, W. (1987). Instructional design and intelligent systems: Shifts in designer’s decision-making role. Instructional Science, 16, 59–77.
Winn, W. (1989). Toward a rationale and theoretical basis for educational technology. Educational Technology Research and Development, 37(1), 35–46.
Winn, W. (1990). Some implications of cognitive theory for instructional design. Instructional Science, 19, 53–69.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1993 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Lowyck, J., Elen, J. (1993). Transitions in the Theoretical Foundation of Instructional Design. In: Duffy, T.M., Lowyck, J., Jonassen, D.H., Welsh, T.M. (eds) Designing Environments for Constructive Learning. NATO ASI Series, vol 105. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78069-1_11
Download citation
DOI: https://doi.org/10.1007/978-3-642-78069-1_11
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-78071-4
Online ISBN: 978-3-642-78069-1
eBook Packages: Springer Book Archive