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Study of Positivist and Post-Positivist Views based on Instructional Design Models and Learning Approaches
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Published:
Mar 22, 2017
Updated:
2017-03-22
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Abstract
Instructional design system is preferred for the acquisition of knowledge in the best way and permanent learning. Therefore, several models and approaches were developed in order to achieve the best version of the system. This study determined efficiency levels of these instructional designs based on positivist and post-positivist views in the light of information in the literature considering ARCS, ADDIE, ASSURE, Project-based Learning, Problem-based Learning and Cognitive Apprenticeship. As a result, it was found out that post-positivist view must be used more in order to provide educational success of students. It was also concluded that considering the characteristics of examined models and approaches, education will be more successful when these models and approaches of different views are combined.
Keywords: ARCS; ADDIE; ASSURE; Project; Problem; Cognitive;
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Korkmaz, S. (2017). Study of Positivist and Post-Positivist Views based on Instructional Design Models and Learning Approaches. New Trends and Issues Proceedings on Humanities and Social Sciences, 3(3), 137–147. https://doi.org/10.18844/prosoc.v3i3.1546
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Seels, B. & Glasgow, Z. (1990). Exercises in instructional design. Ohio: Merrill Publishing Co.
Sonmez, V. (2002). Kuramdan uygulamaya egitimde program gelistirme. Ankara: Pegem A Yayincilik.
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Taskesenligil, Y., Senocak, E. & Sozbilir, M. (2008). Probleme dayali ogrenme teorik temelleri. Milli Egitim, (177), 50-64.
Thomas, J. W. (2000). A review of research on project-based learning.
Wongwiwatthananukit, S. & Popovich, N. G. (2000). Applying the ARCS model of motivational design to pharmaceutical education. American Journal of Pharmaceutical Education, 64 (2) 188-194.
Yurtluk, M. (2005). Proje tabanli ogrenme. Egitimde Yeni YonelimlerO. Demirel (Ed.). Ankara: Pegem A. Yayincilik.
Akkoyunlu, B. (2008). Ogretim tasarimi. Ankara: Maya Akademi Yayinlari.
Allen, W.C. (2006). Overview and evolution of the ADDIE training system, Advances in Developing Human Resources, 8 (4).
Au, K. & Carroll, J. H. (1997). Improving literacy achievement through a constructivist approach: The KEEP demonstration classroom project, Elementary School Journal, 97 (3), 203-221.
Brown, J. S., Collinns, A. & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, 18 (1), 32-42.
Collins, A. (1990). Cognitive apprenticeship and instructional technology, In L. Idol and B.F.
Jones (Eds.), Educational values and cognitive instruction: Implications for reform. Hillsdale, NJ: Lawrence Erlbaum.
Cowell, C., Hopkins, P. C., McWhorter, R. & Jorden, D.L. (2006). Alternative training models. Advances in Developing Human Resources, 8 (4).
Dede, Y. (2003). ARCS motivasyon modelinin ogrencilerin matematige yonelik motivasyonlarina etkisi, Pamukkale Universitesi Egitim Fakultesi Dergisi (14), 173-182.
Deveci, H. (2003). Sosyal bilgiler dersinde probleme dayali ogrenmenin ogrencilerin derse iliskin tutumlarina, akademik basarilarina ve hatirlama duzeylerine etkisi, Eskisehir, Anadolu Universitesi Egitim Fakultesi Yayinlari.
Driscoll, M. (1993). Psychology of learning for instruction, Needham Heights, MA: Allyn & Bacon.
Fer, S. (2009). Ogretim tasarimi. Ankara, Ani Yayincilik.
Fernandez, J. T. (1999). Attribution theory and Kellers ARCS model of motivation. George Mason University.
Hardre, P. (2005). Instructional design as a professional development tool-of-choice for graduate teaching assistants, Innovative Higher Education, 30(3), 163-175.
Hayati, M. (1998). Problem based learning in language instruction: A constructivist model. ERIC Document, ED 423580.
Heinich, R., Molenda, M. & Russel, J. (1993). Inteructional media and the new technologies of instruction, New York: Macmillan.
Jones, B. F. (1987). Strategic teaching and learning: Cognitive instruction in the content areas.
Keller, J. M. (1983). Motivational design of instruction, In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status, Hillsdale, NJ: Lawrence Erlbaum Associates, 383-434.
Keller, J. M. (1984). The use of The ARCS model of motivation in teacher training, In K. Shaw & A. J. Trott (Eds.), Aspects of educational technology Volume XVII: Staff development and career updating, London: Kogan Page.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instruction Development, 10 (3), 2-10.
Keller, John M. (1987a). The systematic process of motivational design. Performance and Instruction, 26 (9), 1–7.
Keller, J. (1987b). Strategies for stimulating the motivation to learn. Performance and Instruction, 26 (8), 1-7.
Keller, J. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Paper Presented at VII Semanario, Santiago: Florida State University.
Keller, J. & Kopp, T. (1987). Instructional theories in action; lessons iIIustrating selected theories andmModels. C. Reigeluth (Ed.). Hillsdale, New Jersey, 289-320.
Keller, J. & Suzuki, K. (1988). Use of ARCS motivation model in courseware design. D. Jonassen (Ed.). Instructional designs for microcomputer courseware, Hillsdale: New Jersey, 401-433.
Kilic, E. (2004). Durumlu ogrenme kuraminin egitimdeki yeri ve onemi. Ankara Gazi Egitim Fakultesi Dergisi, 24(3), 307-320.
Korkmaz, H. & Kaptan, F. (2000). Fen egitiminde proje tabanli ogrenme yaklasimi. Hacettepe Universitesi Egitim Fakultesi Dergisi, 20, 193-200.
Lee, W.W., Owens, D.L. & Benson, A.D. (2002). Design considerations for web based learning systems, Advances in Developing Human Resources, 4 (4), USA.
Gage, N. L. (1973). Second handbook of research on teaching: A project of the American Educational Research Association. R. M. W. Travers (Ed.). Rand McNally.
Main, R. G. (1992). Integrating the affective domain into the instructional design Process. Brooks Air Force Base, ERIC Document ID: ED363686, Texas, USA.
Margetson, D. (1994). Current educational reform and the significance of problem-based learning. Studies in Higher Education, 19 (1), 5-20.
Merrill, M. D., Drake, L., Lacy, M. J. & Pratt, J. (1996). Reclaiming instructional design. Utah State University Educational Technology, 36 (5), 5-7.
Meyer, D. K. & Turner, J. C. (1997). Challange in a mathematics classroom: students’ motivation and strategies in project-based learning. Elementary School Journal, 97 (5), 501-522.
Morrison, D. (2003). E-learning strategies: How to get implementation and delivery right first time. England: John Wiley and Sons Inc.
Ocak, M. A., Topal, A. D., Agca, R. K. & Akcayir, M. (2011). Ogretim tasarimi, kuramlar, modeller ve uygulamalar. Ankara: Ani Yayinlari.
Ozvaris, S. B. & Demirel, O. (2002). Ogrenen merkezli tip egitimi. Ankara: Turk Tabipleri Birligi Merkez Konseyi.
Saban, A. (2004). Ogrenme ve ogretme sureci. Ankara: Nobel Yayin Dagitim.
Seels, B. & Glasgow, Z. (1990). Exercises in instructional design. Ohio: Merrill Publishing Co.
Sonmez, V. (2002). Kuramdan uygulamaya egitimde program gelistirme. Ankara: Pegem A Yayincilik.
Stein, D. (1998). Situated learning in adult education. ERIC Digest No. 195.
Sugrue, B. (2002). Performance-Based Instructional Design For E-Learning, Performance Improvement, 41 (7), USA.
Simsek, A. (2009). Ogretim tasarimi. Ankara: Nobel Yayin Dagitim.
Taskesenligil, Y., Senocak, E. & Sozbilir, M. (2008). Probleme dayali ogrenme teorik temelleri. Milli Egitim, (177), 50-64.
Thomas, J. W. (2000). A review of research on project-based learning.
Wongwiwatthananukit, S. & Popovich, N. G. (2000). Applying the ARCS model of motivational design to pharmaceutical education. American Journal of Pharmaceutical Education, 64 (2) 188-194.
Yurtluk, M. (2005). Proje tabanli ogrenme. Egitimde Yeni YonelimlerO. Demirel (Ed.). Ankara: Pegem A. Yayincilik.