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Leveraging theories in instructional design: a reflective response to OLSit framework.
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- Author(s): Cheng, Zui1,2 (AUTHOR)
- Source:
Educational Technology Research & Development. Feb2021, Vol. 69 Issue 1, p109-112. 4p.- Subject Terms:
- Source:
- Additional Information
- Abstract: This paper is in response to the article entitled A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share (Lee and Hannafin in Educat Technol Res Develop 64(4):707–734, 2016). In this article, the authors proposed a theoretical framework to provide guidelines for promoting engagement in student-centered learning (SCL) based on relevant principles from different learning theories and empirical research findings. This framework connects learning theories with instructional design practices, providing theory-based instructional strategies and methods for improving student engagement in SCL. Challenges of applying this framework include customization issues, time, and resource constraints. More case examples of solving different instructional problems with this theoretical framework would help stakeholders understand how to use this framework in different contexts. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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