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The role of context in learning and instructional design

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Abstract

Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.

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  1. the University of South Alabama in Mobile, USA

    Martin Tessmer (Professor of Instructional Technology)

  2. Wayne State University, Detroit, Michigan

    Rita C. Richey (Professor of Instructional Technology)

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Tessmer, M., Richey, R.C. The role of context in learning and instructional design. ETR&D 45, 85–115 (1997). https://doi.org/10.1007/BF02299526

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