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The dynamics of theory and practice in instructional systems design
Dissertation (PhD)--University of Pretoria, 2004.
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| Format: | Thesis |
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University of Pretoria
2013
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| _version_ | 1867613465098584064 |
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| access_status_str | Open Access |
| author2 | Cronje, Johannes Christoffel |
| author_browse | Cronje, Johannes Christoffel |
| author_facet | Cronje, Johannes Christoffel |
| collection | Thesis |
| dc_rights_str_mv | © 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (PhD)--University of Pretoria, 2004. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/30524 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:36:34.553Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2013 |
| publishDateRange | 2013 |
| publishDateSort | 2013 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/30524 The dynamics of theory and practice in instructional systems design Cronje, Johannes Christoffel devillmr@unisa.ac.za De Villiers, Mary Ruth Computer-integrated learning Cognitive learning Customization Collaborative learning Domains of learning Inquiry tool Evaluation Constructivism Creativity Instructional systems design and development Learning and instructional theory Components of knowledge UCTD Dissertation (PhD)--University of Pretoria, 2004. This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate effective learning in systems which use computer technology as a tutor, tool, or environment. This framework can be used as a design aid by instructional designers and instructor-designers, or as a tool to examine existing learning events from the viewpoint of learning and instructional-design theory. The research contributes to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contexts and contents. Following an extensive literature survey, the researcher synthesizes a concise integrated framework of learning theories and instructional design practice from the cognitive family. This framework, the Hexa-C Metamodel (HCMm), is generated by a process of criterion-based textual filtration through effectiveness criteria, and encompasses the theoretical concepts of constructivism, cognitive learning and knowledge/skills components as well as the practical characteristics of creativity, customization and collaborative learning. Using mainly qualitative ethnographic methods within the contexts of action research and development research, case studies are undertaken, applying the elements of the HCMm as an inquiry toolset to investigate three diverse learning events to determine what they reveal about the practice of effective and motivational learning. The learning events - a computer-based practice environment, an Internet-based course, and a fieldwork project - were selected due to the researcher's close involvement with each intervention. Information from the evaluations of the learning events is then used to further examine in-depth the theories and characteristics which comprise the tool, as well as their interrelationships and ways of implementing them in domains that differ in context and content - distinguishing particularly between well-structured and ill-structured domains. Curriculum Studies PhD Unrestricted 2013-09-07T19:17:27Z 2003-02-21 2013-09-07T19:17:27Z 2002-02-15 2004-02-25 2003-02-21 Dissertation De Villiers, MR 2004-02-25, The dynamics of theory and practice in instructional systems design, PhD Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/30524> http://hdl.handle.net/2263/30524 http://upetd.up.ac.za/thesis/available/etd-02212003-180121/ © 2002, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf application/pdf University of Pretoria |
| spellingShingle | Computer-integrated learning Cognitive learning Customization Collaborative learning Domains of learning Inquiry tool Evaluation Constructivism Creativity Instructional systems design and development Learning and instructional theory Components of knowledge UCTD The dynamics of theory and practice in instructional systems design |
| title | The dynamics of theory and practice in instructional systems design |
| title_full | The dynamics of theory and practice in instructional systems design |
| title_fullStr | The dynamics of theory and practice in instructional systems design |
| title_full_unstemmed | The dynamics of theory and practice in instructional systems design |
| title_short | The dynamics of theory and practice in instructional systems design |
| title_sort | dynamics of theory and practice in instructional systems design |
| topic | Computer-integrated learning Cognitive learning Customization Collaborative learning Domains of learning Inquiry tool Evaluation Constructivism Creativity Instructional systems design and development Learning and instructional theory Components of knowledge UCTD |
| url | http://hdl.handle.net/2263/30524 http://upetd.up.ac.za/thesis/available/etd-02212003-180121/ |