Active Learning Considered from the Viewpoint of Instructional Design

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  • インストラクショナルデザインの観点を採用したアクティブラーニング
  • インストラクショナルデザイン ノ カンテン オ サイヨウ シタ アクティブラーニング

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Abstract

This paper focused on the keyword “active learning,” which hasrecently received much attention in Japan, and examined severalinstructional design models for active learning elements. Course design methods were proposed in three different forms of education.From the very time instructional design was conceived, it embodiedthe idea of active learning and learner-centeredness̶for example,the principle of learner testing, the evidence-based cycle ofimprovement, and authentic methods of evaluation. In therepresentative models of instructional design̶Keller’s ARCS(Attention, Relevance, Confidence, and Satisfaction) motivationalmodel, Gagné’s nine instructional events, and Kogo’s rocket model ofcourse design̶elements of active learning are incorporated. On thebasis of instructional design principles, the design and development ofactive learning are proposed in the following three forms of education:personalized training for no more than 10 students, group worktraining for no more than 100 students, and massive online courses formore than 1,000 students. In conclusion, every form of education willbecome active through instructional design principles.

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