Instructional-Design Theories and Models

Volume III

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Instructional-Design Theories and Models

Building a Common Knowledge Base

Volume III

Edited by

Charles M.Reigeluth Alison A.Carr-Chellman

TAYLOR AND FRANCIS, PUBLISHERS

New York and London

First published 2009
by Routledge
270 Madison Ave, New York, NY 10016

Simultaneously published in the UK

by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

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This edition published in the Taylor & Francis e-Library, 2010.

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© 2009 Taylor & Francis

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
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and are used only for identification and explanation without intent to infringe.

Library of Congress Cataloging in Publication Data

Reigeluth, Charles M.
Instructional-design theories and models/Charles M.Reigeluth.
p. cm.
Includes bibliographies and indexes.
1. Lesson planning. 2. Curriculum planning. 3. Learning, Psychology of. I. Charles M.Reigeluth.
II. Title: Instructional-Deisgn theories and models.
LB1025.2 .I646 1983
371.3 19
83014185

ISBN 0-203-87213-4 Master e-book ISBN

ISBN 10: 0-8058-6456-3 (hbk)

ISBN 10: 1-4106-1884-6 (ebk)

ISBN 13: 978-0-8058-6456-4 (hbk)

ISBN 13: 978-1-4106-1884-9 (ebk)

Dedication

This book is dedicated to future generations of learners, to the teachers who will inspire and guide them,
to the instructional designers who will provide exciting and effective learning resources for them, and to
the instructional theorists who will inspire and guide the teachers and instructional designers.

—CMR & ACC

This book is also dedicated to my mentor, M.David Merrill, whose brilliant thinking, open mind, and
intellectual curiosity have inspired me greatly.

—CMR

This book is also dedicated to my mentor, Charles Morgan Reigeluth, who has given me the intellectual
capacities to follow him, and mostly to keep up. I am grateful for his continuing to open doors for me
and continuing to invite me to work with him. It is among my greatest intellectual joys.

—ACC
Contents

List of Figures and Tables ix

Preface xi

Unit 1 Frameworks for Understanding Instructional Theory

1 Understanding Instructional Theory

CHARLES M.REIGELUTH AND ALISON A.CARR-CHELLMAN 3

2 Understanding Instruction
CHARLES M.REIGELUTH AND JOHN B.KELLER 27

3 First Principles of Instruction

M.DAVID MERRILL 41

4 Situational Principles of Instruction

CHARLES M.REIGELUTH AND ALISON A.CARR-CHELLMAN 57

Unit 2 Theories for Different Approaches to Instruction

5 Direct Approach to Instruction

WILLIAM G.HUITT, DAVID M.MONETTI, AND JOHN H.HUMMEL 73

6 Discussion Approach to Instruction

JOYCE TAYLOR GIBSON 99

7 Experiential Approach to Instruction

LEE LINDSEY AND NANCY BERGER 117

8 Problem-Based Approach to Instruction

JOHN R.SAVERY 143

9 Simulation Approach to Instruction

ANDREW S.GIBBONS, MARK MCCONKIE, KAY KYEONGJU SEO, AND DAVID A.WILEY 167
Unit 3 Theories for Different Outcomes of Instruction

10 Fostering Skill Development Outcomes

ALEXANDER ROMISZOWSKI 199

11 Fostering Understanding Outcomes

MARTHA STONE WISKE AND BRIAN J.BEATTY 225

12 Fostering Affective Development Outcomes: Emotional Intelligence

BARBARA A.BICHELMEYER, JAMES MARKEN, TAMARA HARRIS, MELANIE MISANCHUK,
AND EMILY HIXON 249

13 Fostering Integrated Learning Outcomes across Domains

BRIAN J.BEATTY 275

Unit 4 Tools for Building a Common Knowledge Base

14 The Architecture of Instructional Theory

ANDREW S.GIBBONS AND P.CLINT ROGERS 305

15 Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education

C.VICTOR BUNDERSON, DAVID A.WILEY, AND REO H.MCBRIDE 327

16 Learning Objects and Instructional Theory

DAVID A.WILEY 349

17 Theory Building
CHARLES M.REIGELUTH AND YUN-JO AN 365

18 Instructional Theory for Education in the Information Age

CHARLES M.REIGELUTH 387

Author Index 401

Subject Index 409

List of Figures and Tables
Figures

1.1 Six Major Kinds of Instructional Design-Theory 9

1.2 Constructs about the Nature of Instructional Theory 24

3.1 An Example of a Task-Centered Instructional Strategy 51

3.2 The Four-Phase Cycle of Instruction 52

5.1 Transactional Model of Direct Instruction 81

7.1 A Graphical Representation of the Three Universal Principles of Experiential Instruction 125

10.1 The Skills Schema 205

10.2 A Four-Stage Performance Cycle 207

10.3 Instructional Strategies for Skills Development 209

10.4 The Extended Skill Cycle: A Powerful Tool for Skills-Performance Analysis 220

11.1 Dimensions of Understanding and Their Features 237

11.2 Relationship between Teaching for Understanding Elements and Merrill’s First Principles 240

13.1 Theme Structure in the ITI Model 284

14.1 Brand’s Layers of Building Design 313

The Relationship Between the Stand-Alone Instructional Effectiveness of a Learning Object and
16.1
the Ease with which an Object May Be Reused 355

17.1 The S Curves of Development for Two Instructional Theories 370

Tables

1.1 Delphi Round 2 Results 20

2.1 Categories of Constructs about Instructional Situations 30

2.2 Categories of Constructs about Instructional Methods 32

3.1 Consistent Information and Portrayal for Categories of Component Skill 45

4.1 A Comparison of Taxonomies of Learning Outcomes 66

Message Elements that might be Included in a Typical Feedback Message Following a Learner
9.1
Action 186

12.1 Typical Path of Development of Emotional Competence 265

13.1 The Five ITI Learning Principles 280

13.2 Multiple Human Intelligences 281

13.3 Relationship between Thematic Instruction Principles and Merrill’s First Principles 289

13.4 The Evolution of Curriculum Integration Approaches 292

Natural Languages and Design Languages Compared in Terms of Primitives, Syntax, and
14.1
Semantics 316

Analysis of Some Well-Known Instructional Theories to Show the Relationship of Instructional

14.2 Theories to the Framework Provided by Layers, Which Have Their Basis in Instructional Design
Theory 320

Sampling of Work by Theorists or Research Reviewers Attempting to Identify Layer-Specific

14.3
Principles 323

17.1 Four Approaches for Constructing Instructional Theory 375

17.2 Kinds of Formative Research Studies 382

Preface
How to help people learn better. That is what instructional theory is all about. It describes a variety of
methods of instruction (different ways of facilitating human learning and development) and when to use
—and not use—each of those methods.

Volume I of Instructional-Design Theories and Models (1983) provides a “snapshot in time” of the
status of instructional theory in the early 1980s. Its main purpose was to raise awareness of instructional
theories. Volume II (1999) provides a concise summary of a broad sampling of work in the late 1990s on
a new paradigm of instructional theories for the Information Age. Its main purpose was to raise
awareness of the diversity of theories that provide a customized or learner-centered learning experience
in all different domains of human learning and development. It also raised awareness of the importance
of values in instructional theory.

However, aft er the appearance of Volume II, we became increasingly concerned about the extent to
which instructional theorists seemed to be working in relative isolation from each other, building their
own view of instruction with little regard to building on what knowledge already exists and what
terminology has already been used for constructs they also describe. We recognized that every area of
knowledge goes through an initial developmental phase in which these differences predominate. We also
saw that, as an area of knowledge matures, it enters a second phase of development in which work
focuses more on contributing to a common knowledge base with a consistent terminology. While it
would be a mistake to push an area of knowledge into phase 2 too soon, we believe that instructional
theory is now ready to begin such a transition.

Therefore, the purpose of this Volume III is to take some early steps in building a common knowledge
base about instruction with a common use of terms. The primary audience for this volume, like that of the
previous two volumes, is instructional theorists, researchers, and graduate students. An additional
audience is instructional designers, teachers, and trainers who are interested in guidance about how to
design instruction of high quality.

Unit 1 offers some organizational schemes for understanding and developing a common knowledge base
about instruction. We strongly urge you to read the four chapters in this unit before reading any of the
theories that follow. Unit 2 offers a chapter on each of five major approaches to instruction: the
directinstruction, discussion, experiential, problem-based, and simulation approaches. Each of these
chapters synthesizes the current knowledge about that approach as a step toward building a common
knowledge base. Unit 3 offers a chapter on instruction for each of four major outcomes of instruction:
skill development, understanding, affective development, and integrated learning outcomes. Each of
these chapters also synthesizes the current knowledge about that kind of instruction. Finally, Unit 4 offers
ideas that may prove useful for building a common knowledge base about instruction.

Because this volume contains many ideas that may be difficult for all but the most experienced to digest,
we have tried to make it easier for the reader by preparing the same kind of unconventional foreword
for each chapter as was done for Volume II. Each chapter foreword outlines the major ideas presented in
the chapter. This offers something akin to a hypertext capability for you to get a quick overview of a
chapter and then flip to parts of it that particularly interest you. It can also serve preview and review
functions and make it easier to compare different theories. Furthermore, we have inserted editors’ notes
in most chapters to help you relate elements in a chapter to fundamental ideas presented in other
chapters. Finally, each unit has a foreword that introduces the chapters in that unit.

It is our sincere hope that this book will help to move instructional theory to the next stage of
development—creating a truly common knowledge base with a consistent terminology. We hope it will
help instructional theorists and researchers to contribute to the growing knowledge base about
instruction in a way that acknowledges and builds on prior work, and that it will help instructional
designers and graduate students to understand and utilize the full range of accumulated knowledge about
how to help people learn.
—CMR & ACC
Unit 1
Frameworks for Understanding Instructional
Theory
Unit Foreword
This unit lays the groundwork for a shared language and a set of common understandings in instructional
theory. This unit foreword provides brief descriptions of the primary ideas in each of the chapters in this
unit, which offer some organizational schemes for understanding and developing a common knowledge
base about instruction. We strongly recommend reading this unit before reading any of the other chapters
in this book.

In chapter 1 we (Reigeluth & Carr-Chellman) look at the constructs and terminology used to describe
and understand instructional theory. First, we define instruction as anything that is done purposely to
facilitate learning. Based on this definition and understanding of the entire field of instructional design,
we make the case for the need for a common knowledge base and then relate design theory, instructional
design theory, student-assessment design theory, curriculum design theory, learning theory, and the
learning sciences to instruction. We identify several aspects of instructional design theory, including
event, analysis, planning, building, implementation, and evaluation design theory within instructional
design theory. These aspects are then related to the concept of layers of design (Gibbons & Rogers,
chapter 14). We identify the need for a significantly new paradigm for future change efforts and describe
the need for learner-centeredness in that paradigm. We share the results of a small Delphi study to help
build consensus on common terms, which lays a foundation for a common language in our field.

Chapter 2 takes up the issue of what we mean by instruction itself (as opposed to instructional theory,
which we deal with in chapter 1). Here Reigeluth and Keller take up the issues associated with major
constructs that make up instructional theories. They settle on instructional situations, methods,
approaches, components, and content sequencing as the categories of constructs concerned with
instruction. Built on an analogy to rules of English grammar, these constructs are linked and designers
are advised to carefully consider the relationships among the categories.

In chapter 3 Merrill discusses the principles of good instruction that may be common to all instruction.
Calling these “First Principles,” Merrill lays out the qualifications for inclusion in this list, along with
the principles in brief and in more detail. The principles include the demonstration principle,
application principle, task-centered principle, activation principle, and integration principle. The
chapter takes up the difficult task of elaborating on these principles and relating them to one another to
create a defensible set of principles that Merrill asserts will create effective and efficient instruction.

Chapter 4 (Reigeluth & Carr-Chellman) focuses on the situational principles of instruction—ones that
vary from one situation to another. This chapter describes what situational principles are and links them
to the notion of universal principles through an analogy of the universe and galaxies. In an effort to
increase precision in our language and knowledge base, we elaborate on kinds, parts, and criteria as
ways to make methods more precise. Principles as heuristics, or rules of thumb, are particularly
important for precise descriptions of methods. A review of learning taxonomies leads us to a description
of the instructional theories we have included in units 2 and 3.

—CMR & ACC

1
Understanding Instructional Theory
CHARLES M.REIGELUTH
Indiana University

ALISON A.CARR-CHELLMAN
Pennsylvania State University

Charles M.Reigeluth received a BA in economics from Harvard University. He was a high school
teacher for three years before earning his doctorate in instructional psychology at Brigham Young
University. He has been a professor in the Instructional Systems Technology Department at Indiana
University’s School of Education in Bloomington since 1988, and served as chairman of the department
from 1990 to 1992. His major area for service, teaching, and research is the process for facilitating
district-wide paradigm change in public school systems. His major research goal is to advance
knowledge to help school districts successfully navigate transformation to the learner-centered paradigm
of education. He has published nine books and over 120 journal articles and chapters. Two of his books
received an “outstanding book of the year” award from the Association for Educational Communications
and Technology (AECT). He also received AECT’s Distinguished Service Award and Brigham Young
University’s Distinguished Alumnus Award.

Alison A.Carr-Chellman is a professor of instructional systems at Pennsylvania State University in the

Department of Learning and Performance Systems. She received a B.S. and an M.S. from Syracuse
University. She taught elementary school, community education, and worked as an interactional designer
for McDonnell Douglas before returning to Indiana University to earn her doctorate. She is the author of
more than 100 publications including two books, many book chapters, and a wide variety of refereed
and nonrefereed journal articles. Her research interests are diffusion of innovations, systemic school
change, elearning, systems theory, and design theory.

EDITORS’ FOREWORD
Vision

• To build a common knowledge base and a common language about instruction

Definition of Instruction

• Instruction is anything that is done purposely to facilitate learning.

The Nature of Theories Related to Instruction

• Design theory is goal oriented and normative.

• Instructional design theory is a set of design theories that pertain to various aspects of instruction
and include:

1. Instructional-event design theory (DT)

2. Instructional-analysis DT

3. Instructional-planning DT

4. Instructional-building DT

5. Instructional-implementation DT

6. Instructional-evaluation DT

• Related theories include:

1. Student-assessment design theory

2. Curriculum design theory

3. Learning theory

4. Learning sciences

• Interrelationships among all these kinds of theories are powerful, and it is often beneficial to
integrate them.

• Instructional design theories and layers of design

1. Content layer

2. Strategy layer

3. Message layer

4. Control layer

5. Representation layer

6. Media logic layer

7. Data management layer

The Role of Instructional Theory in Educational Reform