Application of an instructional systems design approach by teachers in higher education: individual versus team design

被引：13

作者：

Hoogveld, AWM ^{[1
]}

Paas, F ^{[1
]}

Jochems, WMG ^{[1
]}

机构：

[1] Open Univ, Educ Technol Expertise Ctr, NL-6401 DL Heerlen, Netherlands

来源：

TEACHING AND TEACHER EDUCATION | 2003年 / 19卷 / 06期

关键词：

collaborative design; Instructional Systems Design approach; competency based learning;

D O I：

10.1016/S0742-051X(03)00055-6

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The differential effects of teachers' individual and collaborative performance on the application of an Instructional Systems Design (ISD) approach were investigated. Forty-two higher education teachers were trained in an ISD approach and subsequently had to apply the approach both individually and as a member of a design team. The main hypothesis that the resulting collaborative designs would be better than individual designs was confirmed for low individual achievers but not for high individual achievers. In addition, a negative relationship between attitude towards the ISD approach and the attitude towards collaborative design was found. The implications of these results for a new role of the teacher as a designer are discussed. (C) 2003 Elsevier Ltd. All rights reserved.

引用

页码：581 / 590

页数：10

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