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Open Access Article
1 - Teacher training students' experiences of instructional designing based on the constructivism approach
ahmadreza fazeli morteza karamiConstructivism approach is a relatively new approach in the field of instructional designing. The aim of this study was to identify and explore the experiences of the students and teachers of instructional designing based on the constructivism approach and constructivis MoreConstructivism approach is a relatively new approach in the field of instructional designing. The aim of this study was to identify and explore the experiences of the students and teachers of instructional designing based on the constructivism approach and constructivism learning environment design pattern. The research method in this study was qualitative method and was of the phenomenological type. All the students and the teachers of Beheshti Teacher Training Center of Mashhad Elementary Education who had enrolled in this center in the academic year 2012-2013 were chosen as the statistical population .Then, 15 students and teachers were chosen through the target sampling. Due to data saturation, the researchers found this number sufficient. The instrument being used was semi-structured interview. To validate the results of this study, the outcomes and extracted issues were confirmed by the participants. Deductive coding methods, then, was used to analyze the data and the interviews. Applying Johnson's model in the classroom resulted in gaining very significant experiences for both the students and the teachers. Independence, autonomy or self-sufficiency, problem-solving ability, dominance in research, retrieval and storage of information, effective interactions and depth learning were the factors being concluded from the interviews. According to these findings, it can be concluded that this very model and the other models which are based on constructivism approach can have a significant impact on the performance and success of students in different courses. Manuscript profile -
Open Access Article
2 - Investigate the effect of instructional design model of Gagne and Briggs on learning, retention and motivation on academic achievement in science courses
راضیه برزگر خدیجه علی آبادیEducation is the most basic human needs. Without education, no society is able to continue to survive. However, effective education cannot be done by trial and error and it requires a design. This study was conducted according to the importance and effectiveness of inst MoreEducation is the most basic human needs. Without education, no society is able to continue to survive. However, effective education cannot be done by trial and error and it requires a design. This study was conducted according to the importance and effectiveness of instructional design models and specially the Gagne model in the field of educational activities on learning, retention and achievement mtivation of experimental sciences courses of the third-grade. Type of research was quasi – experimental with pretest-posttest design with control group. Statistical community of the research was all female students of the third–grade of Ahar in the academic year of 2009-10 by using cluster random sampling method. At first, it was selected a school and then two classes consisting of 25 students as samples and another class for the experimental group (25 students) and also other class as the control group (25 subjects). In order to assess the participants learning, retention and achievement motivation, a questionnaire (ISM) was used. The coefficient of reliability learning test by using the split-half method was 0.83 and coefficient of reliability achievement motivation by using the questionnaire (ISM) with Cronbach's alpha method was obtained 0.81. The method of conduction was the designed educational content (chapters 12, 13 and 14 science books) based on Gagne models for 8 sessions (every session for 45 minutes) and preparation tests, taught experimental group (n = 25) based on Gagne instructional design model and the control group (n = 25) based on the traditional method. After data collection, data analysis were performed by using the parameters of descriptive statistics (mean, standard deviation) and inferential statistics (analysis of covariance, multivariate analysis of variance), and using SPSS software. The results showed that applying the Gagne instructional design model in the experimental science courses compared with traditional method could increase learning and retention, but there was no significant difference in the achievement motivation between the groups. Manuscript profile -
Open Access Article
3 - Johnsonâs constructive pattern impact in problem-based learning on the attitude, satisfaction and learning in in-service training programs for teachers
زهرا فیروزی مرتضی کرمی حسین کارشکی محمود سعیدی رضوانیThis research was conducted with the aim of Johnson’s constructive pattern impact in problem-based learning in-service training programs for teachers. The research method was quasi-experimental. In order to measure satisfaction and attitude variables posttest design wit MoreThis research was conducted with the aim of Johnson’s constructive pattern impact in problem-based learning in-service training programs for teachers. The research method was quasi-experimental. In order to measure satisfaction and attitude variables posttest design with control group was used and to measure the learning variable pretest–posttest design with control group were used. The statistical sample consisted of two groups of teachers participated in a descriptive evaluation in-service course in the city of Lamerd. The number of participants in this group was 68. The descriptive evaluation course was designed based on David Johnson’s constructive problem based learning. Research tools included two questionnaires to measure satisfaction, attitudes and the test was used to measure academic achievement. The content validity was used as a validation method for all means in this study. The reliability amount of satisfaction and attitude questionnaires calculated by using Cronbach’s alpha coefficient and the results were 0.96 and 0.94, respectively. At the mean time, it was 0.83 for a test questionnaire by using Cooder Richardson method. The obtained data were analyzed using multi-variable variance and single-variable covariance analysis. The results indicated that designing constructivist problem-based learning environment in in-service education could increase the learner’s satisfaction and more positive attitude, getting better results in academic achievement and increased the overall effectiveness of the instruction. Manuscript profile -
Open Access Article
4 - Developing and Validating an Instructional Design Model Based on the Principles of Flipped Learning
Faranak Esmaelian Zahra zareThe aim of this study was to develop and validate an instructional design model based on the principles of flipped learning using a qualitative action research method. The initial model was formulated of data collected from semi-structured interviews with 12 experts in MoreThe aim of this study was to develop and validate an instructional design model based on the principles of flipped learning using a qualitative action research method. The initial model was formulated of data collected from semi-structured interviews with 12 experts in flipped learning. The initial model then evaluated, validated and modified based on data collected from interviews with seven number of those experts. In the next step, sixth grade science lesson plans designed based on this model and through focused group meetings with ten elementary school teachers familiar with flipped learning. The initial model modified according to teachers’’ feedbacks when designing lesson plans. The developed lesson plans were implemented during the school year to evaluate the model based on the researcher's observations and students' feedback. The insights obtained of this evaluation were also used to improve the model. The flipped learning design model developed from the present study describes the process of instructional design in three stages including analysis and needs assessment, design and development, implementation and evaluation. In the first stage, the learners' characteristics, curriculum documents, and situation / environment are analyzed in order to gain insights that are important to illuminate the next steps. The decisions about instructional objectives, organizing instructional materials and resources, and designing the environment are made by the next stage, design and development. The third stage is the implementation and evaluation stage which includes a set of activities that are done in three conditions including before the classroom (such as sharing instructional resources and materials, and the expectations from learners), during the classroom (such as assessment of assignments and tasks, and providing feedback) and after the classroom (such as introducing additional sources and materials and providing questions for reflection). The flipped instructional design developed from this research has the potential to applied by instructional designers and teachers as a practical guide. Manuscript profile -
Open Access Article
5 - Comparing the effect of teaching methods Bybee (5E) and traditional on junior-high school students’ creativity and learning
Mahsa Moradi Khadijeh Aliabadi Fariborz Dortaj Background: Today, there is attention on new and active methods in learning. The emphasis of active methods is to engaging students with real-life issues that are related on Life. Bybee teaching method is one of the new and active teaching methods. Purpose: The m More Background: Today, there is attention on new and active methods in learning. The emphasis of active methods is to engaging students with real-life issues that are related on Life. Bybee teaching method is one of the new and active teaching methods. Purpose: The main purpose of this study was to compare the effects of Bybee (5E) and traditional teaching methods on creativity and learning of Third year students in science class. Method: The research method of this study was Quasi-experimental research and the research design pre-test-post-test with control group and the experimental group. The statistical population included all female of third year junior high school students who were studying in Qazvin city in the academic year of 2011-2012. The statistical sample in this study was 61 female students. Due to limitation in implementation, an available sample method was adopted In order to select our sample a school was selected from which two classes Ancova and T test were used for data analysis. Result (s): The results showed that the Bybee’s (5E) teaching method influenced on students’ learning and creativity and confirmed the research hypothesis. Conclusion: New teaching methods development a personal connection between students and the topic of study and it helps students think in a less personally biased way. So, Bybee’s model is a good model for learners to achieve a deep understanding of the subject and increase divergent thinking. Manuscript profile -
Open Access Article
6 - Comparing the effectiveness of two method (TRIZ and brainstorming) on the creativity of the E-learning training students of Khaje Nasir University
A. Amiri D. NorouziObjective: The aim of this article is to compare the efficiency of educational programming with respect to the two innovative methods for solving problems and brainstorming and their influences on creativity of university students who were studying in the E-learning cou MoreObjective: The aim of this article is to compare the efficiency of educational programming with respect to the two innovative methods for solving problems and brainstorming and their influences on creativity of university students who were studying in the E-learning course in the Khaje Nasir University in the first semester of academic year 1388-89. Method: As an experimental method, tow groups were used (one group as control and another as experiment group. This group consisted of Khaje Nasir University first semester students studying in E-learning course of the year 1388-89. The pre-test and post-test program was controlled by the two subsidiary control groups. The two groups were tested twice, the first test was conducted with a pre-test and the second were conducted with a post-test in order to establish it. Results: Results showed that the overall assessment of students at the Khaje Nasir University was higher than that of Brainstorming method. There was no statistically significant difference between the two groups regarding specialized questions about online search skills between TRIZ groups and brainstorming group. Conclusion: These findings could have some practical suggestions in applying appropriate teaching methods. Manuscript profile -
Open Access Article
7 - The Effect of Strategy-based Instruction on Iranian EFL Learners’ Learner Autonomy: Learners’ Perceptions
Nooshin Azin Reza Biria Ahmad Ameri-Golestan -
Open Access Article
8 - The Effect of Mobile Learning Based on Gagne's Instructional Design on University Students' Self-Regulated Learning Strategies
Afsaneh Hamzehie Mohsen Bagheri Saeed MoosavipourThis research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as MoreThis research was conducted to investigate whether mobile learning based on Gagne's instructional design has any effect on university students' self-regulated learning strategies. A quasi-experimental study with pretest-posttest design and a control group was applied as the method of research. The statistical population included all the students of Educational Sciences with Educational Technologies subfield at the University of Arak who were 45 people. Sample consisted of students who take the course of Introduction to Computer Skills. Convenience sampling was used in the study. The sample size was 34 students. Using a researcher made questionnaire, the degree of students' expertise and familiarity with computer-based technology was measured. After determining the level of each person and presenting the required training, all individuals matched and met the baseline, then randomly assigned to two groups of 17 people. In order to collect data, Pintrich and DeGroot self-regulated learning strategies questionnaire was employed which contains subscales of cognitive strategies (rehearsal, elaboration, organizing and understanding) and metacognitive strategies (planning, monitoring and regulating). In order to inferential analysis the data, covariance analysis was used. The results showed that mobile learning based on Gagne's Instructional Design Model generally increases the self-regulated learning strategies of students, but there were no significant differences between the groups in sub-components of the understanding, planning and regulating. Manuscript profile -
Open Access Article
9 - Comparing the Extraneous Cognitive Load of Designing an Instruction with Merrill's Model between Instruction by Multimedia and Traditional Methods
Mohammad Zare Esmail Zarei Zavaraki Mohammad Hasan Amirteimoury Rahele SarikhaniThis study intends to examine the extraneous cognitive load within instruction that it had been designed building upon Merrill's model and conducted by multimedia and traditional methods in a biology course. This study was a practical research and also the quasi-experim MoreThis study intends to examine the extraneous cognitive load within instruction that it had been designed building upon Merrill's model and conducted by multimedia and traditional methods in a biology course. This study was a practical research and also the quasi-experimental research methodology had been utilized. The research statistical population was the whole of the senior high school students in Malayer city. Research sampling was selected via convenience sampling and then they categorized into control and experimental groups. The experimental group instructed through independent variable (instructional multimedia according to Merrill's instructional design model) and the designed biology content based on Merrill's instructional design model instructed to the control group. Likewise, Brunken, Plass and Leutner questionnaire of extraneous cognitive load assessment with the reliability of 0.83 was applied to gathering data. The result showed that extraneous cognitive load in the instruction of biology course, which was designed according to Merrill's model, in traditional method is lower than multimedia method. Manuscript profile -
Open Access Article
10 - On the Effectiveness of a Four-Component Multimedia-based Instructional Design Model in Learning Complex Issues
Hojjat Dehghanzadeh Hasan Rastegarpour Hossein DehghanzadehThe purpose of this paper was to evaluate the effectiveness of a four-component multimedia-based instructional design model in learning complex issues. To achieve this purpose, a quasi-experimental approach with pretest/posttest with control group was used. All sophomor MoreThe purpose of this paper was to evaluate the effectiveness of a four-component multimedia-based instructional design model in learning complex issues. To achieve this purpose, a quasi-experimental approach with pretest/posttest with control group was used. All sophomore high school male students in Karaj comprised the population of this research. The sample was selected through cluster sampling method including 60 subjects who were divided in three groups (experimental 1, experimental 2 and control group). Intended subject matter was presented to the control group with the traditional teaching methods and the first experimental group was taught with common multimedia software available on the market and the second experimental group was instructed with multimedia software designed with four component multimedia-based instructional design model. Then, for all the three groups, the pre-test and post-test were conducted. Data gathering tool was a researcher-made test with a reliability of 0.84. Covariance analysis and Scheffé post hoc test were used to analyze the data. The Results showed that there was a significant difference between the scores of the control and experimental groups. The dependent variable, that is, the students’ learning in the class based on the common multimedia software was better than the group that was trained with traditional method. In addition, students being taught with four-component multimedia-based instructional design model were better than students who were taught with common multimedia software. Accordingly, it is recommended that in teaching complex issues, potentialities of multimedia based instructional model, particularly the four-component instructional model, be used to teach complex subjects. Manuscript profile
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