Learning Theories and Instructional Design - Annotated Bibliography Example

Learning Theories and Instructional Design Learning Theories and Instructional Design Introduction It is quite evident that instructional theories play a vital role in the design of various instructional materials. In addition, theories such as social learning, cognitive constructivism and behaviorism assist in shaping up and defining the outcome of various instructional materials. Researchers indicate that designing effective instruction goes way beyond systematic execution of various steps within a given instructional design model. It is for this reason that this paper focuses on developing a summative annotated bibliography. The articles selected will feature instructional theory that would fit within an instructional design based on each family, learning theory in each family and use of specific learning theory in each family as a conceptual and theoretical framework for study. This will be achieved through a critical review of the following material. Annotated Bibliography Instructional theory Cronjé, J. (2006). “Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences”. Educational Technology Research and Development, 54(4), 387-416. The intent of this article is to assimilate both constructivist and objectivist theories into instructional design. Although each of the outlined theory contains several polarizing factors, the author contends that elements defined in each theory can highly be combined in a learning environment to provide the best learning atmosphere for students. The model used in this article depicts how constructivists and objectivists methods can complement each other as opposed to counteract. It is evident that this article provides information on both learning theories in relation to instructional design from a different perspective. Magliaro, S. and Shambaugh, N. (2006), “Student models of instructional design”. Educational Technology Research and Development, 54(1), 83-106. The article focuses on examining how ADDIE is viewed by different instructional designers. Further, the article focuses on examining various conceptual frameworks within the broader context of systematic thinking required by instructional designers especially while incorporating learning theories. It is quite evident that this study is important since it creates an understanding of how learning theories can be incorporated in various instructional designs. Roytek, M. (2010), “Enhancing instructional design efficiency: methodologies”. British Journal of Educational Technology, 41(2), 170-180. The main focus of this article is to show the importance of increasing efficiency in creating and implementing various instructional system design or ISD within organizations through the development of a prototype that can be used to speed up ISD process. The author uses Kent article for his work on ensuring that instructional design techniques are improved. Learning theory Fauske, J. R., & Raybould, R. (2005), “Organizational learning theory in schools’. Journal of Educational Administration, 43(1), 22-40. Fauske works with the University of Florida in the Unites States while Raybould works as a technology consultant in the United State. The journal article aims at delineating the evolution of the organizational learning theory to the empirical theory from the theoretical theory. The intent of the journal is to explain the learning theory in schools and implement it in elementary learning. As pertain to the organizational learning theory, the journal outlines five elements that encompass the theory: the consistency and breadth of information, organizations learning priority, ease of routines, uncertainty and unpredictability of learning, and assessing why it is difficult to learn new frameworks. It affirms that the roots of this learning theory are from the social cognitive family. McCarthy, M. (2010), “Experiential learning theory: From theory to practice”, Journal of Business & Economics Research, 8(5), 131-139. McCarthy is a CFA charter holder and a CPA in addition to which she aids in the development of curriculum to be used by students so as to enhance their learning processes. The journal aims at assessing the role that exercise plays in the learning process of a student. It represents the summary results of research conducted to examine the preferences of student and environments that make their learning through experience more productive. The overall information is that it reviews the four approaches to learning: processing of information, personality, preferences of instructor, and interaction with the society. Minter, R. L., (2011), “The learning theory jungle”, Journal of College Teaching and Learning, 8(6), 7-15 Minter is a PHD holder and is a professor of accountancy and business at Walsh College. The overview of the journal article is that it aims at assessing how learning can be made more effective to an adult learner in institutions of higher learning. The journal critics how despite the increase in learning theories, the needs of the adult learners are not taken into consideration during their learning processes. The objective of the article is to review delineate the educational and andragogical concerns that university teachers are faced with during the adult learning process. Learning Theory as Theoretical or Conceptual Framework Bradley, W. E. (2011), “A conceptual framework for the design and evaluation of online learning modules in professional training and academic education in business”. The Business Review, Cambridge, 18(1), 20-27. Bradley is a lecturer at the University of Tulsa. He is concerned that there has been no theory as pertains to online learning yet academic research has been carried out in online learning. The journal aims at contributing to the online learning theory through the establishment of a conceptual framework. This framework is aimed at discussing the online learning module to assess if it inculcates research from learning theory by taking into consideration the point of view of cognitive, behavioral, and constructivist. The purpose is to assess the conceptual framework and its relevance to online learning, and to compare the methodology and the configuration of the modules used. These will serve as tools used by the researchers in comparing the learning modules of online researchers. Handley, K., Clark, T., Fincham, R., & Sturdy, A. (2007), “Researching situated learning: Participation, identity and practices in client-consultant relationships”. Management Learning, 38(2), 173-191. The authors of this journal aim at emphasizing the structural and the relational aspects of learning and the diversity involved in evaluating the construction of learners identity. The overview of the journal is that it aims at developing a conceptual framework aimed at addressing the deficiencies if situational learning theory. This is also aimed at investigating the implications of methodological developments in this learning theory. The conceptual framework is used to delineate how the students and consulting firms regulate learning and the resultant of failed learning by failure of either party. Oakleaf, M., (2009), “The information literacy instruction assessment cycle”, Journal of Documentation, 65(4), 539-560. The author aimed at assessing the informational literacy among the learners. The importance of the conceptual framework is to aid in the formulation of assessment efforts which will oversee the information literacy. Learning theory and learning assessment is used to give instructions as pertains to information literacy in the library. The librarians use the conceptual framework to assess and document the literacy information of students and how it influences their learning process. Combination of Instructional Theory, Learning Theory, and Learning Theory as Theoretical or Conceptual Framework Mingfen, Li, (2008). “Transforming Adult Learning through Critical Design Inquiry”. Systemic Practice and Action Research; 21.5: 339-358 The author appreciates the role that technology has taken in influencing the learning process of individuals. This in turn changes the perspective through which learners view learning and instructions involved in learning. The journal aims at assessing the instructional theory of learning and the learning theory and compares the advancement that has come with development changes. The journal acknowledges that majority of learners is able to design their own learning and provides the theoretical and conceptual frameworks that a learner needs to put into consideration. The author aims at showing how critical inquiry would assist in the redesigning of the instructional learning designs. Chen, C. (2005), “A case study analysis of the role of instructional design in the development of teaching expertise”. Performance Improvement Quarterly, 18(1), 34-58. This journal article was aimed at assisting teaching assistants in the university to develop their teaching expertise by studying the role that structural design knowledge played in influencing the learning of the students. The case study was used to get an in depth analysis on the behavioral and cognitive responses of the teaching assistants in the learning process. The conceptual framework evidenced an increase in their self awareness and satisfaction as pertained to their skill, knowledge and teaching experience. The instructional design would aid in outlining the concepts of teaching methods and learner behaviors. MacLean, P., & Scott, B. (2007), “Learning design: Requirements, practice and prospects”. Campus - Wide Information Systems, 24(3), 187-198. This study is aimed at assessing learning using technology and how the learning design influences the learning process of an individual. The journal outlines the components involved in learning design as competence and skills of the learner, knowledge of the learner, and the learning theory. The application of the learning design is also delineated as pertains to the use by media, business, and technological advances. It is a journal that aims at providing a learning avenue for technologically advanced individuals who have been left out in advanced learning. Miller, R. B. (2006), “Toward a current, comprehensive, integrative, and flexible model of motivation for instructional design”. Performance Improvement Quarterly, 19(3), 27-53. This journal article aims at addressing designing mechanisms through which the motivation of learners using the instructional design can be enhanced. The journal acknowledges the other methods of learning but delineates the lack of cohesion of the learning design materials to enhance the learning of an individual. The journal aims at presenting a framework for the proposed learning initiative and designs a prototype that can be implemented in the learning process. Schwen, T. M., Kalman, H. K., & Evans, M. A., (2006), “A framework for new scholarship in human performance technology”. Performance Improvement Quarterly, 19(2), 5-26. This journal is also aimed at assessing the role that the learning theory and the instructional theory plays as pertains to the learning of technology advancement. It delineates the evolution of the instructional theory from the behavioral learner theory used in the 19th century. The instructional theory of learning has been depicted to be the most relevant in the design of technological advancements and initiatives. This journal stands in the gap as it aims at evaluating the role of culture in learning and as pertains to technology. Recommendations as pertains to the improvement of instructional theory of learning have also been emulated in this journal article. Gardner, J. C., McGowan,Carl B.,,Jr, & Moeller, S. E. (2010), “Applying the teacher scholar model in the school of business”. American Journal of Business Education, 3(6), 85-89. This is a journal article that evaluates the learning process in business school as pertains to scholarships. This is done by identifying the dimensions of teaching scholarships by application, integration, discover, and teaching. The theory of scholarship in teaching is aimed at making competent and expertise teachers to enhance the learning process. This is enabled through the use of the teacher- scholar design of learning, a conceptual framework that depicts instructional theory of learning. Conclusion It is quite evident that the different learning theories can be applied to instructional design. There is a place defined in each theory especially within the practice of institutional design depending on the environment as well as situation. It is important that the use of an objective approach is used to provide a learner with understanding before setting the sail in the open seas defined in knowledge. In today competitive learning environment, instructional designers’ aim is to establish as well as meet objectives of that particular learning setting. Whichever situation an instructional designer may find themselves in, it is important that they understand learning theories so as to provide them with an appropriate and competitive learning environment. It is important to note that instructional design may pose a behaviorist tradition as well as new insight to the learning process which may require incorporation of learning theories. With intellectual appliance of learning theory strategies and technology, the modern instructional designer will find solutions to the learning requirements, especially in 21st century. Whether crafty for education or training, the instructional designers toolbox should at all time contain an ever increasing and changing number of learning theoretical applications and physical potentials. References Bradley, W. E. (2011), “A conceptual framework for the design and evaluation of online learning modules in professional training and academic education in business”. The Business Review, Cambridge, 18(1), 20-27. Retrieved from http://search.proquest.com/docview/871968355?accountid=45049 Chen, C. (2005), “A case study analysis of the role of instructional design in the development of teaching expertise”. Performance Improvement Quarterly, 18(1), 34-58. Retrieved from http://search.proquest.com/docview/218525000?accountid=45049 Cronjé, J. (2006), “Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences”. Educational Technology Research and Development, 54(4), 387-416 Fauske, J. R., & Raybould, R. (2005), “Organizational learning theory in schools”. Journal of Educational Administration, 43(1), 22-40. Retrieved from http://search.proquest.com/docview/220462306?accountid=45049 Gardner, J. C., McGowan,Carl B.,,Jr, & Moeller, S. E. (2010). Applying the teacher scholar model in the school of business. American Journal of Business Education, 3(6), 85-89. Retrieved from http://search.proquest.com/docview/516334588?accountid=45049 Handley, K., Clark, T., Fincham, R., & Sturdy, A. (2007), “Researching situated learning: Participation, identity and practices in client-consultant relationships”. Management Learning, 38(2), 173-191. Retrieved from http://search.proquest.com/docview/209907200?accountid=45049 MacLean, P., & Scott, B. (2007). Learning design: Requirements, practice and prospects. Campus - Wide Information Systems, 24(3), 187-198. doi:10.1108/10650740710762220 McCarthy, M. (2010), “Experiential learning theory: From theory to practice”, Journal of Business & Economics Research, 8(5), 131-139. Retrieved from http://search.proquest.com/docview/366506524?accountid=45049 Magliaro, S, and Shambaugh, N., (2006), “Student models of instructional design”, Educational Technology Research and Development, 54(1), 83-106 Miller, R. B. (2006), “Toward a current, comprehensive, integrative, and flexible model of motivation for instructional design”. Performance Improvement Quarterly, 19(3), 27-53. Retrieved from http://search.proquest.com/docview/218524802?accountid=45049 Mingfen, Li, (2008), “Transforming Adult Learning Through Critical Design Inquiry”. Systemic Practice and Action Research; 21.5: 339-358 Minter, R. L.,(2011). “The learning theory jungle”. Journal of College Teaching and Learning, 8(6), 7-15. Retrieved from http://search.proquest.com/docview/874488117?accountid=45049 Oakleaf, M. (2009). “The information literacy instruction assessment cycle”. Journal of Documentation, 65(4), 539-560. doi:10.1108/00220410910970249 Roytek, M. (2010), “Enhancing instructional design efficiency: methodologies”. British Journal of Educational Technology, 41(2), 170-180 Schwen, T. M., Kalman, H. K., & Evans, M. A., (2006), “A framework for new scholarship in human performance technology”. Performance Improvement Quarterly, 19(2), 5-26. Retrieved from http://search.proquest.com/docview/218517926?accountid=45049 Read More