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Application of an instructional systems design approach by teachers in higher education: individual versus team design
ARTICLE

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TATE Volume 19, Number 6, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The differential effects of teachers’ individual and collaborative performance on the application of an Instructional Systems Design (ISD) approach were investigated. Forty-two higher education teachers were trained in an ISD approach and subsequently had to apply the approach both individually and as a member of a design team. The main hypothesis that the resulting collaborative designs would be better than individual designs was confirmed for low individual achievers but not for high individual achievers. In addition, a negative relationship between attitude towards the ISD approach and the attitude towards collaborative design was found. The implications of these results for a new role of the teacher as a designer are discussed.

Citation

Hoogveld, A.W.M., Paas, F. & Jochems, W.M.G. (2003). Application of an instructional systems design approach by teachers in higher education: individual versus team design. Teaching and Teacher Education: An International Journal of Research and Studies, 19(6), 581-590. Elsevier Ltd. Retrieved June 25, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(03)00055-6

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