Title

Instructional design and powerful learning

Document Type

Article

Publication Date

8-29-2013

Abstract

Skillfully executed, instructional design can result in effective and efficient means to meet learning goals. However, more powerful learning experiences seem to go beyond effectiveness, efficiency, appeal, and even predetermined goals. This study sought to identify the key features of instructional design, to determine the nature of powerful learning experiences, and to explore how the two might relate. A survey of experts and a series of interviews with adult learners revealed overlap in some areas, for example, in the perceived importance of active engagement in authentic situations, and clear differences in others, most significantly the importance placed by learners on continual face-to-face personal interaction with a mentor/expert teacher. Speculations are offered on what similar results from additional studies might imply with regard to design actions and choices, and questions for further research are posed. Copyright © 2013 International Society for Performance Improvement.

Publication Name

Performance Improvement Quarterly

Volume Number

26

First Page

9

Last Page

42

Issue Number

2

DOI

10.1002/piq.21141

This document is currently not available here.

Share

COinS