Comparison of Instructional Design Models: An Instructional Design Model Example of the Near East University
Yazarlar (2)
Hüseyin Uzunboylu
Yakın Doğu Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(Diğer hakemli uluslarası dergilerde yayınlanan tam makale)
|
||
| Dergi Adı | International Journal of Innovative Research in Education | ||
| Dergi ISSN | 2421-8162 | ||
| Dergi Tarandığı Indeksler | SIS (Scientific Indexing Service), Asos, Publons | ||
| Makale Dili | İngilizce | Basım Tarihi | 09-2018 |
| Cilt / Sayı / Sayfa | 5 / 3 / 74–84 | DOI | 10.18844/ijire.v5i3.3835 |
| Makale Linki | https://un-pub.eu/ojs/index.php/IJIRE/article/download/3835/3901 | ||
| Özet |
| The concept of instructional design, whose roots are based on the 1920s and the use of World War II and later, begins with the use of information by many psychologists, such as Gagne, Briggs and Flagan, for systematising their knowledge. To date, many instructional design models have been introduced and each has been classified in different ways and has many advantages in teaching environments. In this context, instructional design is discussed in terms of process, discipline, science, system and performance. In the scope of the research, a total of nine instructional design models were compared with each other in terms of eight criteria (general characteristics, purpose, basic outputs, model flow, strengths and weaknesses, importance and basic theories). The aim of the study is to help choose the most suitable and most useful instructional design model for the purpose of teaching environments. Keywords: Instructional design models, general features, learning features, comparison |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları |