The role of context in learning and instructional design

被引：0
作者：
Martin Tessmer
Rita C. Richey
机构：
[1] the University of South Alabama in Mobile,
[2] Wayne State University,undefined
来源：
Educational Technology Research and Development | 1997年 / 45卷
关键词：
Contextual Factor; Educational Technology; Design Model; Instructional Design; Future Issue;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.
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页码：85 / 115
页数：30
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