First principles of instruction

Educational Technology Research and Development

Volumn 50, Issue 3, 2002, Pages 43-59

  David Merrill, M ^a  

^a UTAH STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036435912     PISSN: 10421629     EISSN: None     Source Type: Journal    
DOI: 10.1007/bf02505024     Document Type: Article

References (39)

1. Andre, T. (1986). Problem-solving in education. In G.D. Phye & T. Andre (Eds.). Cognitive classroom learning (pp. 169-204). New York: Academic Press.
2. Andre, T. (1997). Selected microinstructional methods to facilitate knowledge construction: implications for instructional design. In R.D. Tennyson, F. Schott, N. Seel, & S. Dijkstra, Instructional design: International perspective: Theory, research, and models (Vol. 1) (pp. 243-267). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh, & D. Walker (Eds.) Reflection: Turning experience into learning (pp. 18-40). London: Kogan Page.
4. Burton, R.R., & Brown, J.S. (1979). An investigation of computer coaching for informal learning activities. International Journal of Man-Machine Studies, 11, 5-24.
5. Clark, R.E. & Blake, S.B. (1997). Designing training for novel problem-solving transfer. In R.D. Tennyson, F. Schott, N. Seel, & S. Dijkstra. Instructional design: International perspective: Theory, research, and models (Vol. 1) (pp. 183-214). Mahwah, NJ: Lawrence Erlbaum Associates.
6. Collins, A., Brown, J.S., & 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 (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
7. Dijkstra, S., & van Merriënboer, J.J.G. (1997). Plans, procedures, and theories to solve instructional design problems. In S. Dijkstra, N. Seel, F. Schott & R.D. Tennyson (Eds.) Instructional design international perspective: Solving instructional design problems (Vol. 2) (pp. 23-43). Mahwah, NJ: Lawrence Erlbaum Associates.
8. Gagné, R.M. (1965). The conditions of learning. New York: Holt, Rinehart and Winston.
9. Gagné, R.M. (1985). The conditions of learning and theory of instruction (4th Ed.). New York: Holt, Rinehart and Winston.
10. Gardner, H. (1999). Multiple approaches to understanding. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 69-89). Mahwah, NJ: Lawrence Erlbaum Associates.
11. Gentner, D. & Namy, L. (1999). Comparison in the development of categories. Cognitive Development, 14, 487-513.
12. Gibbons, A.S., Bunderson, C.V., Olsen, J.B. & Roberston, J. (1995). Work models: Still beyond instructional objectives. Machine-Mediated Learning, 5(3&4), 221-236.
13. Hilgenheger, N. (1993). Johann Friedrich Herbart. Prospects: The Quarterly Review of Comparative Education. 23(3&4), 649-664.
14. Jonassen, D. (1999) Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates.
15. Kulhavy, R.W. (1997). Feedback in written instruction. Review of Educational Research, 47, 211-232.
16. Kulhavy, R.W., & Stock, W.A. (1989). Feedback in written instruction: The place of response certitude. Educational Psychology Review, 1, 279-308.
17. Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. New York: Routledge.
18. Mayer, R.E. (1975). Different problem-solving competencies established in learning computer programming with and without meaningful models. Journal of Educational Psychology, 67, 725-734.
19. Mayer, R.E. (1992a). Thinking, problem solving, cognition (2nd Ed.). New York: W.H. Freeman. Mayer, R.E. (1992b). Illustrations that instruct. In R. Glaser (Ed.), Advances in instructional psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.
20. Mayer, R.E. (1992a). Thinking, problem solving, cognition (2nd Ed.). New York: W.H. Freeman. Mayer, R.E. (1992b). Illustrations that instruct. In R. Glaser (Ed.), Advances in instructional psychology. Hillsdale, NJ: Lawrence Erlbaum Associates.
21. Mayer, R.E. (2001). Multimedia learning. London: Cambridge University Press.
22. McCarthy, B. (1996). About learning. Barrington, IL: Excell Inc.
23. Merrill, M.D. (1994). Instructional design theory. Englewood Cliffs: Educational Technology Publications.
24. Merrill, M.D. (1997). Instructional strategies that teach. CBT Solutions, Nov./Dec., 1-11.
25. Merrill, M.D., Tennyson, R.D. & Posey, L.O. (1992). Teaching concepts: An instructional design guide (2nd Ed.). Englewood Cliffs, NJ: Educational Technology Publications.
26. Nelson, L.M. (1999). Collaborative problem solving. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp.241-267). Mahwah, NJ: Lawrence Erlbaum Associates.
27. Perkins, D.H., & Unger, C. (1999). Teaching and learning for understanding. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructionsl theory (vol. II) (pp. 91-114). Mahwah, NJ:Lawrence Erlbaum Associates.
28. Reigeluth, C.M. (1999). Instructional design theories and models: A new paradigm of instructional theory (Vol. II). Mahwah, NJ: Lawrence Erlbaum Associates.
29. Reigeluth, C.M. (1999). The elaboration theory: guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 425-453). Mahwah, NJ: Lawrence Erlbaum Associates.
30. Savery, J., & Duffy, T. (1995). Problem based learning: an instructional model and its constructivist framework. In B.G. Wilson (Ed.), Designing constructivist learning environments (pp. 135-148). Englewood Cliffs: Educational Technology Publications.
31. Schank, R.C., Berman, T.R. & Macperson, K.A. (1999). Learning by doing. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 161-181). Mahwah, NJ: Lawrence Erlbaum Associates.
32. Schwartz, D., Lin, X., Brophy, S., & Bransford, J.D. (1999). Toward the development of flexibly adaptive instructional designs. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. II) (pp. 183-213). Mahwah, NJ: Lawrence Erlbaum Associates.
33. Spiro, R.J., & Jehng, J.C. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, education, and multimedia (pp. 163-205). Hillsdale, NJ: Lawrence Erlbaum Associates.
34. Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1992). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. In T.M. Duffy & D.H. Jonassen (Eds.) Constructivism and the technology of instruction: A conversation. Hillsdale NJ: Lawrence Erlbaum Associates.
35. Tennyson, R.D., & Park, O. (1980). The teaching of concepts: A review of instructional design literature. Review of Educational Research, 50, 55-70.
36. Tennyson, R.D., & Cocchiderella, M.J. (1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 56, 40-72.
37. Tennyson, R., Schott, F., Seel, N., & Dijkstra, S. (1997). Instructional design: International perspective: Theory, research, and models. (Vol. 1). Mahwah, NJ: Lawrence Erlbaum Associates.
38. Van Merriënboer, J.J.G. (1997). Training complex cognitive skills. Englewood Cliffs: Educational Technology Publications.
39. Van der Meij, H., & Carroll, J.M. (1998). Principles and heuristics for designing minimalist instruction. In J.M. Carroll (Ed.) Minimalism beyond the Nurnberg funnel (pp. 19-53). Cambridge, MA: MIT Press.