메뉴 건너뛰기




Volumn 62, Issue 6, 2014, Pages 743-765

A methodological framework for instructional design model development: Critical dimensions and synthesized procedures

Author keywords

Critical dimensions; Instructional design model; Methodological framework; Model development methodology; Synthesized procedures

Indexed keywords


EID: 84920417791     PISSN: 10421629     EISSN: 15566501     Source Type: Journal    
DOI: 10.1007/s11423-014-9352-7     Document Type: Article
Times cited : (29)

References (76)
  • 1
    • 84920394835 scopus 로고    scopus 로고
    • The development of a systems design model for job performance aids: A qualitative developmental study. Unpublished doctoral dissertation
    • Detroit: MI
    • *Adamski, A. D. (1998). The development of a systems design model for job performance aids: A qualitative developmental study. Unpublished doctoral dissertation. Wayne State University, Detroit, MI.
    • (1998) Wayne State University
  • 2
    • 33646695916 scopus 로고    scopus 로고
    • An instructional model for web-based e-learning education with a blended learning process approach
    • *Alonso, F., López, G., Manrique, D. & Viñes, J. M. (2005). An instructional model for web-based e-learning education with a blended learning process approach. British Journal of Educational Technology, 36(2), 217–235.
    • (2005) British Journal of Educational Technology , vol.36 , Issue.2 , pp. 217-235
  • 3
    • 51849171765 scopus 로고
    • A comparative analysis of models of instructional design
    • Andrews, D. H., & Goodson, L. A. (1980). A comparative analysis of models of instructional design. Journal of Instructional Development,3(4), 2–16.
    • (1980) Journal of Instructional Development , vol.3 , Issue.4 , pp. 2-16
    • Andrews, D.H.1    Goodson, L.A.2
  • 5
    • 2942553304 scopus 로고
    • Development and validation of models in instructional design
    • Bagdonis, A., & Salisbury, D. (1994). Development and validation of models in instructional design. Educational Technology,34(4), 26–32.
    • (1994) Educational Technology , vol.34 , Issue.4 , pp. 26-32
    • Bagdonis, A.1    Salisbury, D.2
  • 7
    • 76549086395 scopus 로고    scopus 로고
    • Instructional design and technology models: Their impact on research, practice and teaching in IDT
    • Orey M, McLendon J, Branch R, (eds), Libraries Unlimited, Westport, CT:
    • Bichelmeyer, B., Boling, E., & Gibbons, A. (2006). Instructional design and technology models: Their impact on research, practice and teaching in IDT. In M. Orey, J. McLendon, & R. Branch (Eds.), Educational media and technology yearbook 2006 (pp. 33–49). Westport, CT: Libraries Unlimited.
    • (2006) Educational media and technology yearbook 2006 , pp. 33-49
    • Bichelmeyer, B.1    Boling, E.2    Gibbons, A.3
  • 9
    • 0040042134 scopus 로고    scopus 로고
    • The case for linear instructional design and development: A commentary on models, challenges, and myths
    • Braden, R. A. (1996). The case for linear instructional design and development: A commentary on models, challenges, and myths. Educational Technology,36(2), 5–23.
    • (1996) Educational Technology , vol.36 , Issue.2 , pp. 5-23
    • Braden, R.A.1
  • 10
    • 84892901032 scopus 로고    scopus 로고
    • Characteristics of instructional design models
    • Reiser RA, Dempsey JV, (eds), Merrill-Prentice Hall, Upper Saddle River, NJ:
    • Branch, R., & Merrill, M. D. (2011). Characteristics of instructional design models. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 8–16). Upper Saddle River, NJ: Merrill-Prentice Hall.
    • (2011) Trends and issues in instructional design and technology , pp. 8-16
    • Branch, R.1    Merrill, M.D.2
  • 11
    • 85028039345 scopus 로고    scopus 로고
    • Instructional design models
    • Spector JM, Merrill MD, Elen J, Bishop MJ, (eds), Springer, New York:
    • Branch, R. M., & Kopcha, T. J. (2014). Instructional design models. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 77–87). New York: Springer.
    • (2014) Handbook of research on educational communications and technology , pp. 77-87
    • Branch, R.M.1    Kopcha, T.J.2
  • 12
    • 34250218550 scopus 로고
    • The interservice procedures for instructional systems development
    • Branson, R. K. (1978). The interservice procedures for instructional systems development. Educational Technology,18(3), 11–14.
    • (1978) Educational Technology , vol.18 , Issue.3 , pp. 11-14
    • Branson, R.K.1
  • 14
    • 84920381622 scopus 로고    scopus 로고
    • A model of action learning program design in higher education
    • *Chang, K. (2011). A model of action learning program design in higher education. Korean Journal of Educational Technology, 27(3), 475–505.
    • (2011) Korean Journal of Educational Technology , vol.27 , Issue.3 , pp. 475-505
  • 15
    • 33744818355 scopus 로고    scopus 로고
    • How do instructional-design practitioners make instructional-strategy decisions?
    • Christensen, T. K., & Osguthorpe, R. T. (2004). How do instructional-design practitioners make instructional-strategy decisions? Performance Improvement Quarterly,17(3), 45–65.
    • (2004) Performance Improvement Quarterly , vol.17 , Issue.3 , pp. 45-65
    • Christensen, T.K.1    Osguthorpe, R.T.2
  • 16
    • 84920420652 scopus 로고    scopus 로고
    • Dissecting local design; instructional leadership, curriculum and science education. Unpublished doctoral dissertation
    • Madison: WI
    • *Clifford, M. A. (2009). Dissecting local design; instructional leadership, curriculum and science education. Unpublished doctoral dissertation, University of Wisconsin-Madison, Madison, WI.
    • (2009) University of Wisconsin-Madison
  • 18
    • 3843139332 scopus 로고    scopus 로고
    • Non-linear instructional design model: eternal, synergistic design and development
    • *Crawford, C. (2004). Non-linear instructional design model: eternal, synergistic design and development. British Journal of Educational Technology, 35(4), 413–420.
    • (2004) British Journal of Educational Technology , vol.35 , Issue.4 , pp. 413-420
  • 19
    • 84920491934 scopus 로고    scopus 로고
    • Educational technology: Archetypes, paradigms and models
    • Ely DP, Plomp T, (eds), Libraries Unlimited Inc, Englewood, CO:
    • Davies, I. K. (1996). Educational technology: Archetypes, paradigms and models. In D. P. Ely & T. Plomp (Eds.), Classic writings on instructional technology (pp. 15–30). Englewood, CO: Libraries Unlimited Inc.
    • (1996) Classic writings on instructional technology , pp. 15-30
    • Davies, I.K.1
  • 20
    • 0000551708 scopus 로고
    • Psychology and social practice
    • Dewey, J. (1900). Psychology and social practice. The Psychological Review,7(2), 105–124.
    • (1900) The Psychological Review , vol.7 , Issue.2 , pp. 105-124
    • Dewey, J.1
  • 21
    • 0030489596 scopus 로고    scopus 로고
    • The Dick and Carey model: Will it survive the decade?
    • Dick, W. (1996). The Dick and Carey model: Will it survive the decade? Educational Technology Research and Development,44(3), 55–63.
    • (1996) Educational Technology Research and Development , vol.44 , Issue.3 , pp. 55-63
    • Dick, W.1
  • 25
    • 63049136588 scopus 로고    scopus 로고
    • How instructional design experts use knowledge and experience to solve ill-structured problems
    • Ertmer, P. A., Stepich, D. A., York, C. S., Stickman, A., Wu, X., & Zurek, S. (2008). How instructional design experts use knowledge and experience to solve ill-structured problems. Performance Improvement Quarterly,21(1), 17–42.
    • (2008) Performance Improvement Quarterly , vol.21 , Issue.1 , pp. 17-42
    • Ertmer, P.A.1    Stepich, D.A.2    York, C.S.3    Stickman, A.4    Wu, X.5    Zurek, S.6
  • 26
    • 81455136488 scopus 로고    scopus 로고
    • Learning from the pros: How experienced designers translate instructional design models into practice
    • Ertmer, P. A., York, C. S., & Gedik, N. (2009). Learning from the pros: How experienced designers translate instructional design models into practice. Educational Technology,49(1), 19–26.
    • (2009) Educational Technology , vol.49 , Issue.1 , pp. 19-26
    • Ertmer, P.A.1    York, C.S.2    Gedik, N.3
  • 27
    • 84920395221 scopus 로고    scopus 로고
    • The construction and validation of an instructional systems design model for community-based train-the-trainer instruction. Unpublished doctoral dissertation
    • Detroit: MI
    • *Forsyth, J. E. (1997). The construction and validation of an instructional systems design model for community-based train-the-trainer instruction. Unpublished doctoral dissertation, Wayne State University, Detroit, MI.
    • (1997) Wayne State University
  • 29
    • 70350656009 scopus 로고    scopus 로고
    • The architecture of instructional theory
    • Reigeluth C, Carr-Chellman A, (eds), III, Routledge, New York:
    • Gibbons, A., & Rogers, P. (2009). The architecture of instructional theory. In C. Reigeluth & A. Carr-Chellman (Eds.), Instructional design theories and models (Vol. III, pp. 305–326). New York: Routledge.
    • (2009) Instructional design theories and models , pp. 305-326
    • Gibbons, A.1    Rogers, P.2
  • 34
    • 84920484088 scopus 로고    scopus 로고
    • Development and maintenance of exemplary formal mentoring programs in fortune 500 companies. Unpublished doctoral dissertation
    • Urbana-Champaign: IL
    • *Hegstad, C. D. (2002). Development and maintenance of exemplary formal mentoring programs in fortune 500 companies. Unpublished doctoral dissertation, University of Illinois at Urbana-Champaign, Urbana-Champaign, IL.
    • (2002) University of Illinois at Urbana-Champaign
  • 35
    • 0034360808 scopus 로고    scopus 로고
    • Rapid prototyping methodology in action: A developmental study
    • *Jones, T. S., & Richey, R. C. (2000). Rapid prototyping methodology in action: A developmental study. Educational Technology Research & Development, 48(2), 63–80.
    • (2000) Educational Technology Research & Development , vol.48 , Issue.2 , pp. 63-80
  • 37
    • 84920423293 scopus 로고    scopus 로고
    • The development of blended instructional design model for scaffolding: Applying design-based research
    • *Kang, J., & Lee, S. S. (2009). The development of blended instructional design model for scaffolding: Applying design-based research. Korean Journal of Educational Information and Media, 15(2), 89–121.
    • (2009) Korean Journal of Educational Information and Media , vol.15 , Issue.2 , pp. 89-121
  • 40
    • 35348871963 scopus 로고    scopus 로고
    • Toward an instructional design model based on learning objects
    • *Laverde, A. C., Cifuentes, Y. S., & Rodriguez, H. Y. R. (2007). Toward an instructional design model based on learning objects. Educational Technology Research & Development, 55 (3), 671–681.
    • (2007) Educational Technology Research & Development , vol.55 , Issue.3 , pp. 671-681
  • 41
    • 84920486108 scopus 로고    scopus 로고
    • Development of a visual summarizer design model for digital learning
    • Seoul National University, Seoul, Korea:
    • Lee, J. (2012). Development of a visual summarizer design model for digital learning. Unpublished doctoral dissertation. Seoul National University, Seoul, Korea.
    • (2012) Unpublished doctoral dissertation
    • Lee, J.1
  • 42
    • 1142289754 scopus 로고    scopus 로고
    • Formative research on the heuristic task analysis process
    • *Lee, J., & Reigeluth, C. M. (2009). Formative research on the heuristic task analysis process. Educational Technology Research & Development, 51(4), 5–24.
    • (2009) Educational Technology Research & Development , vol.51 , Issue.4 , pp. 5-24
  • 43
    • 33645161642 scopus 로고    scopus 로고
    • Design and inquiry: Bases for an accommodation between science and technology education in the curriculum?
    • Lewis, T. (2006). Design and inquiry: Bases for an accommodation between science and technology education in the curriculum? Journal of Research in Science Teaching,43, 255–281.
    • (2006) Journal of Research in Science Teaching , vol.43 , pp. 255-281
    • Lewis, T.1
  • 44
    • 84920410651 scopus 로고    scopus 로고
    • A study of an integrated instructional model in a college course for creative problem-solving with online support system
    • *Lim, C., Youn, S., Park, K., & Hong, M. (2009). A study of an integrated instructional model in a college course for creative problem-solving with online support system. Korean Journal of Educational Technology, 25(1), 171–203.
    • (2009) Korean Journal of Educational Technology , vol.25 , Issue.1 , pp. 171-203
  • 45
    • 85084866857 scopus 로고    scopus 로고
    • Shifts and convergences in science learning and instruction
    • Berliner DC, Caffee RC, (eds), Lawrence Erlbaum Associates, Mahwah, NJ:
    • Linn, M. C., Songer, N. B., & Eylon, B. (2004). Shifts and convergences in science learning and instruction. In D. C. Berliner & R. C. Caffee (Eds.), Handbook of educational psychology (pp. 438–490). Mahwah, NJ: Lawrence Erlbaum Associates.
    • (2004) Handbook of educational psychology , pp. 438-490
    • Linn, M.C.1    Songer, N.B.2    Eylon, B.3
  • 46
    • 1142277588 scopus 로고    scopus 로고
    • An interactive online course: A collaborative design model
    • *Moallem, M. (2003). An interactive online course: A collaborative design model. Educational Technology Research & Development, 51(4), 85–103.
    • (2003) Educational Technology Research & Development , vol.51 , Issue.4 , pp. 85-103
  • 47
    • 84920412560 scopus 로고    scopus 로고
    • Rethinking learner-centered instructional design in the context of “No child left behind”. Unpublished doctoral dissertation
    • Columbus: OH
    • *Olsafsky, B. L. (2006). Rethinking learner-centered instructional design in the context of “No child left behind”. Unpublished doctoral dissertation. Ohio State University, Columbus, OH.
    • (2006) Ohio State University
  • 48
    • 84920486048 scopus 로고    scopus 로고
    • Designing contexts for the introductory learning activities
    • Seoul National University, Seoul, Korea:
    • *Park, K. (2010). Designing contexts for the introductory learning activities. Unpublished doctoral dissertation. Seoul National University, Seoul, Korea.
    • (2010) Unpublished doctoral dissertation
  • 50
    • 84920492272 scopus 로고    scopus 로고
    • Unpublished doctoral dissertation. Indiana University, Bloomington, IN:
    • *Peterson, B. J. (2007). An instructional design model for heuristics. Unpublished doctoral dissertation. Indiana University, Bloomington, IN.
    • (2007) An instructional design model for heuristics
  • 51
    • 84920370855 scopus 로고    scopus 로고
    • *Rha, I., & Chung, H. (2001). Developing an action model for WBI design. Korean Journal of Educational Technology, 17(2), 27–52
    • *Rha, I., & Chung, H. (2001). Developing an action model for WBI design. KoreanJournal of Educational Technology, 17(2), 27–52.
  • 52
    • 0001818462 scopus 로고
    • Instructional design: What is it and why is it?
    • Reigeluth CM, (ed), I, Lawrence Erlbaum Associates, Hillsdale:
    • 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 (Vol. I, pp. 3–36). Hillsdale: Lawrence Erlbaum Associates.
    • (1983) Instructional-design theories and models: An overview of their current status , pp. 3-36
    • Reigeluth, C.M.1
  • 53
    • 84920476086 scopus 로고    scopus 로고
    • Some thoughts about theories, perfection, and instruction
    • Reigeluth CM, (ed), II, Erlbaum Associates, Mahwah, NJ:
    • Reigeluth, C. M. (1999). Some thoughts about theories, perfection, and instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (Vol. II, pp. 31–47). Mahwah, NJ: Erlbaum Associates.
    • (1999) Instructional design theories and models , pp. 31-47
    • Reigeluth, C.M.1
  • 54
    • 79954481695 scopus 로고    scopus 로고
    • Theory building
    • Reigeluth CM, Carr-Chellman AA, (eds), III, Routledge, New York:
    • Reigeluth, C. M., & An, Y. (2009). Theory building. In C. M. Reigeluth & A. A. Carr-Chellman (Eds.), Instructional design theories and models (Vol. III, pp. 365–386). New York: Routledge.
    • (2009) Instructional design theories and models , pp. 365-386
    • Reigeluth, C.M.1    An, Y.2
  • 60
    • 84856223916 scopus 로고    scopus 로고
    • Philosophical and methodological beliefs of instructional design faculty and professionals
    • Sheehan, M. D., & Johnson, R. B. (2012). Philosophical and methodological beliefs of instructional design faculty and professionals. Education Technology Research and Development,60(1), 131–153.
    • (2012) Education Technology Research and Development , vol.60 , Issue.1 , pp. 131-153
    • Sheehan, M.D.1    Johnson, R.B.2
  • 62
    • 51849111700 scopus 로고    scopus 로고
    • A principle-based model of instructional design: A new way of thinking about and teaching ID
    • Silber, K. H. (2007). A principle-based model of instructional design: A new way of thinking about and teaching ID. Educational Technology,47(5), 5–19.
    • (2007) Educational Technology , vol.47 , Issue.5 , pp. 5-19
    • Silber, K.H.1
  • 64
    • 79953708687 scopus 로고    scopus 로고
    • What do we make of design? Design as a concept in educational technology
    • Smith, K., & Boling, E. (2009). What do we make of design? Design as a concept in educational technology. Educational Technology,49(4), 3–17.
    • (2009) Educational Technology , vol.49 , Issue.4 , pp. 3-17
    • Smith, K.1    Boling, E.2
  • 65
    • 0040042159 scopus 로고    scopus 로고
    • *Spector, J. M., Muraida, D. J., & Marlino, M. R. (1992). Cognitively based models of courseware development. Educational Technology Research & Development, 40(2), 45–54
    • *Spector, J. M., Muraida, D. J., & Marlino, M. R. (1992). Cognitively based models of courseware development. Educational Technology Research & Development,40(2), 45–54.
  • 67
    • 84920400365 scopus 로고    scopus 로고
    • The construction and validation of an instructional systems design model incorporating multiple intelligences. Unpublished doctoral dissertation
    • Detroit: MI
    • *Tracey, M. W. (2001). The construction and validation of an instructional systems design model incorporating multiple intelligences. Unpublished doctoral dissertation. Wayne State University, Detroit, MI.
    • (2001) Wayne State University
  • 69
    • 29144475788 scopus 로고    scopus 로고
    • Design-based research and technology-enhanced learning environments
    • Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development,53(4), 5–23.
    • (2005) Educational Technology Research and Development , vol.53 , Issue.4 , pp. 5-23
    • Wang, F.1    Hannafin, M.J.2
  • 70
    • 84990634416 scopus 로고
    • Instructional designers’ decisions and priorities: A survey of design practices
    • Wedman, J., & Tessmer, M. (1993). Instructional designers’ decisions and priorities: A survey of design practices. Performance & Instruction,6(2), 43–57.
    • (1993) Performance & Instruction , vol.6 , Issue.2 , pp. 43-57
    • Wedman, J.1    Tessmer, M.2
  • 71
    • 0001851171 scopus 로고
    • A recursive, reflective instructional design model based on constructivist-interpretivist theory
    • Willis, J. (1995). A recursive, reflective instructional design model based on constructivist-interpretivist theory. Educational Technology,35(6), 5–23.
    • (1995) Educational Technology , vol.35 , Issue.6 , pp. 5-23
    • Willis, J.1
  • 72
  • 75
    • 84920402672 scopus 로고    scopus 로고
    • Towards an understanding of instructional design heuristics: An exploratory Delphi study
    • York, C., & Ertmer, P. (2011). Towards an understanding of instructional design heuristics: An exploratory Delphi study. Educational Technology Research and Development,43(4), 60–70.
    • (2011) Educational Technology Research and Development , vol.43 , Issue.4 , pp. 60-70
    • York, C.1    Ertmer, P.2
  • 76
    • 84920503948 scopus 로고    scopus 로고
    • *You, Y. (2002). Toward a systemic interpretive model of ISD for understanding ill-structured problem situation. Korean Journal of Educational Technology, 18(2), 249–295
    • *You, Y. (2002). Toward a systemic interpretive model of ISD for understanding ill-structured problem situation. KoreanJournal of Educational Technology, 18(2), 249–295.


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.