Welcome to the InfoSci Platform
Reference Hub2
Using Instructional Design Goals to Appropriately Classify Instructional Design Models

Using Instructional Design Goals to Appropriately Classify Instructional Design Models

Shani Salifu
Copyright: © 2015 |Pages: 15
ISBN13: 9781466662803|ISBN10: 1466662808|EISBN13: 9781466662810
DOI: 10.4018/978-1-4666-6280-3.ch010
Cite Chapter Cite Chapter

MLA

Salifu, Shani. "Using Instructional Design Goals to Appropriately Classify Instructional Design Models." Models for Improving and Optimizing Online and Blended Learning in Higher Education, edited by Jared Keengwe and Joachim Jack Agamba, IGI Global, 2015, pp. 189-203. https://doi.org/10.4018/978-1-4666-6280-3.ch010

APA

Salifu, S. (2015). Using Instructional Design Goals to Appropriately Classify Instructional Design Models. In J. Keengwe & J. Agamba (Eds.), Models for Improving and Optimizing Online and Blended Learning in Higher Education (pp. 189-203). IGI Global. https://doi.org/10.4018/978-1-4666-6280-3.ch010

Chicago

Salifu, Shani. "Using Instructional Design Goals to Appropriately Classify Instructional Design Models." In Models for Improving and Optimizing Online and Blended Learning in Higher Education, edited by Jared Keengwe and Joachim Jack Agamba, 189-203. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6280-3.ch010

Export Reference

Mendeley
Favorite

Abstract

This chapter probes an assertion by Gustafson and Branch (2007) that it is easier to classify instructional models when guided by the needs that call for them. If this is so, identifying appropriate instructional design models for various instructional situations can be greatly simplified. Gustafson and Branch (1997) note that each of the numerous instructional models targets one or more of three types of instructional situations: the Classroom, Product, and Systems situations. In evaluating the assertion, the chapter examines pertinent questions that look at some assumptions guiding the choice of instructional models, the three design situations identified, and some characteristics that separate the various design instances. In the end, it becomes obvious that the instructional design professional will do a better job of classifying instructional models based on a thorough understanding of instructional situations and guided by characteristics of the situation.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.