College of Teacher Education

First Semester, A.Y. 2022-2023

MODULE 8
Merrill’s Principles of Instruction and Technology-Enhanced Learning

Introduction

This module entitled ‘Merrill’s Principles of Instruction and Technology-Enhanced Learning’

contains information of the Principles of Instruction as well as some contemporary techniques in
integrating technology in learning and teaching.

Date and Time Allotment

Week 13 (3 hours)

I. Objectives

At the end of the end of this module, students should be able to:
1. List the principles of instruction according to Merrill.
2. Cite how each of these principles may be practiced at the classroom.
3. Devise ways to continuously utilize the principles of instruction in various learning
environments. 4. Identify the various techniques used in integrating technology in teaching.
5. Write different ways to utilize technology in learning through a specialized lesson

plan. II. Lecture

Merrill’s Principle of Instruction

In 2002, David Merrill published a theory on learning which emphasized that learning must
observe five different principles for it to be effective. These principles are problem, activation,
demonstration, application, and integration.

Figure 1. Overview of Merrill's First Principles of Instruction (Retrieved from www.dashe.com, 2018)
Problem/Task Principle
Merrill’s Principle of Instruction is essentially problem-based. This means that learning begins
with a real-world problem. Instructional Design Australia has provided three phases in this problem-
centered learning.
 Figure 2. Phases of Problem-Centered Learning (Instructional Design Australia, 2020)

As stated above, the teacher must first show, describe, state, or demonstrate a problem which
will then be solved by the learners as the learning progresses. Afterwards, the instruction will have to
provide avenues for interaction for students to be fully engaged, thus promoting authentic learning.
After the concept of the problem is formed, the teacher may continue to show complex problems to
elevate their students’ knowledge.
Problems may take on the form of simulated scenarios that provide learners with authentic
learning in the form of contextualized experiences. These experiences would also allow the learners to
connect their prior knowledge to the problem at hand, collect data from other sources, and finally
resolve the problem (Mossuto, M.,2009, as cited from Instructional Design Australia, 2020).
As stated beforehand, this process should focus on the learners’ development towards the
comprehension of key concepts which will be used in problem-solving. This utilization would then fortify
the students’ problem-solving skills which includes analytical thinking, initiative, and creativity among
others (Radford University, n.d. Cited from Instructional Design Australia, 2020)

Activation Principle
This principle states a student’s prior knowledge must be used to provide a complete learning
experience. These past experiences would then connect with the new experiences brought about by the
lesson and build upon an understanding of the topic.

Figure 3. Phases of Activation Principle (Retrieved from Instructional Design Australia, 2020)

The phases for the activation principle are like the problem principle except with the first phase.
As stated above, this principle focuses on “activating” or stimulating the past experiences of learners
using preliminary activities or any such method deemed necessary by the teacher. IDA (Instructional
Design Australia) also added the teacher should provide basic understanding of the topic in case the
students have no prior experience towards it.
Furthermore, Merklein (2011) has outlined several details on the activation principle. They are
listed below.
• Learning is promoted and facilitated when relevant previous experience is activated. • Learners
are directed to recall, relate, describe, or apply knowledge from relevant experience that can be
used as a foundation for the new knowledge.
• Learners are provided relevant experience that can be used as a foundation for the new
knowledge. • Learners are given the opportunity to demonstrate their previously acquired
knowledge or skill.

Demonstration Principle
 This principle states that media must be used effectively to demonstrate a problem or skill in
various viewpoints. These different forms of demonstration would provide context to the topic and
deepen learners’ understanding of its applications (IDA, 2020).

Figure 4. Phases of Demonstration Principle (IDA, 2020)

To properly observe the principle of demonstration, the topic itself must be demonstrable or
could be expressed using numerous examples which is usually applicable as a learning outcome.
Demonstrating the idea is the second phase while the final phase would be using media that is relevant
to the topic.
Merrill (2009) enumerated demonstrations into three general categories: Kinds-of, How-to, and
What-happens.
Kinds-of refer to examples related to the problem. These examples may the same in scenario
or same in concept. For example, if you are talking about the Renaissance artworks, one may say an
example of one of these artworks and note its distinct characteristics.
How-to refer to demonstrating the problem. These involves using materials or equipment to
show the students how a problem occurs. Doing these kinds of examples puts an emphasis in keeping
the attention of the learners and following the correct process and procedure for each problem.
What-happens, or process learning, is used when students have learned the underlying
concepts of the problem. This example may then be used after all other examples are exhausted to
proceed to more complex ideas and concepts related to the lessons given.
Furthermore, Merrill emphasized the relevance of the media used in the lesson. Using a certain
media should always be anchored in the problem; does it help portray the problem or does it have a
connection to the problem itself? Additionally, peer discussion keeps the learning more engaging
between examples as this allows the teacher to gauge the learners’ reaction and knowledge towards
the concept of the problem.
Merrill (2009) also identified key details on the Demonstration Principle. They are listed below. •
Learning is promoted when learners observe a demonstration of the skills to be learned that
is consistent with the type of content being taught.
• Learning from demonstrations is enhanced when learners are guided to relate general
information or an organizing structure to specific instances.
• Learning from demonstrations is enhanced by peer-discussion and peer demonstration. •
Learning from demonstrations is enhanced when learners observe media that is relevant to
the content.

Application
Merrill (2009) defined ‘application’ as the “instructional interactions in which learners are
required to use the knowledge and skill they are in the process of acquiring.” This simply means that
the students must utilize their learned skills during a lesson. Merrill also detailed the principle in the
following sentences:
• Learning is promoted when learners engage in application of their newly acquired knowledge or
skill that is consistent with the type of content being taught.
• Learning from an application is effective only when learners receive intrinsic or corrective
feedback. • Learning from an application is enhanced when learners are coached and when this
coaching is gradually withdrawn for each subsequent task.
• Learning from an application is enhanced by peer-collaboration.
 Figure 5. Phases of Application Principle (IDA, 2020)
The Application Principle relies heavily on students creating their own examples and
demonstrating their own skills regarding the given problem. Thus, consistency must be practiced by
continually giving avenues for students to express their learnings. If a student shows difficulty in
producing these results, the teacher is to provide coaching until such time that the students can apply
their knowledge independently. Afterwards, the teacher should allow the students to express their
learnings in more complex problems using an activity or assessment.
Since the application principle implies that an avenue for students’ expression should be
present, the principle also notes that immediate feedback is necessary as corrective feedback informs
the learners if the desired expression or knowledge or skill is achieved or not.
Finally, peer collaboration is recommended as it keeps the lesson interactive and inclusive.
Collaborative learning may also potentially improve the learning experience.

Integration
This principle talks about students’ reflection regarding their own learning. Merrill (2009) stated
the importance of reflections when he implied that “meaningful discussion and the need to defend one’s
skills requires the kind of deep reflection that enables learners to refine their mental models, to
eliminate misconceptions, and to increase the flexibility with which they use their new skill.” He also
added that the retention and real-life utilization of a learned skill will improve is given proper and
meaningful reflection. Furthermore, Merrill added details on the principle of integration which are listed
below:
• Learning is promoted when learners integrate their new knowledge into their everyday life by
being directed to reflect-on, discuss, or defend their new knowledge or skill.
• Learning from integration is enhanced by peer-critique.
• Learning from integration is enhanced when learners create, invent, or explore personal ways
to use their new knowledge or skill.
• Learning from integration is enhanced when learners publicly demonstrate their new
knowledge or skill.

Figure 6. Phases of Integration Principle (IDA, 2020)

As with the application principle, the teacher should also provide opportunities for the learners
to share their opinions about the topic and their learning. These opportunities should include reflective
activities that encourages learner to share and apply their learnings in real-life.
Notice that Merrill again noted on the importance of peer-learning as their co-learners may
provide a diverse interpretation of the application of some skills. These interactions serve as an
effective way of teaching without ‘teaching’.
To end this part of the lesson, we turn to Merklein (2011) and her comments on the appropriate
use of these principles along with its strengths and weaknesses:
 Regarding the use of this theory, she remarked that it is appropriate to use when there is a
need for instruction. One instance where instruction needs to change is when students achieve a higher
degree of success compared to previous estimations. This is to raise the bar on learning as well as to
make their learning more complex, thus improving their problem-solving skills. Another aspect to look at
is that this theory is most suitable for students who like to ‘do’. Active participation of the students will
be required thus it won’t be as effective as intended if used in a class composed of students whose
learning style leans on individual learning. Finally, this theory is most useful for reflective learning, thus
lessons with a high possibility of recurring in real-life would benefit from this model.
The greatest strength and weakness of this theory lies on the students. This theory relies
heavily on application and student interaction, thus having an active and interactive classroom would
further maximize that strength. However, failing to stimulate the learners into interacting with the
teacher and other learners would not end that well. Also, the lessons anchored on this theory focuses
on depth, meaning further exploration would be needed to fully reflect on a lesson. This poses a
problem on generalized curriculum as those tend to focus on width, meaning the number of lessons
discussed and not their complexities.

Also, it will really improve your knowledge in this topic if you watch the explanatory video made by the
author himself. Link is posted below.
https://www.youtube.com/watch?v=i_TKaO2-jXA (David Merrill’s rationale in education)

Technology-Enhanced Learning
This part of the module would focus on effective teaching practices that incorporate the use of
technology. Note that technology-enhanced teaching is closely related to technology-enhanced learning
since they are the integral parts of education.
Before proceeding with these practices, let us understand why technology-enhanced learning
(TEL). Cullen (2018) defined TEL as “the application of technology to teaching and learning.” This is to
acknowledge that teaching and learning go together with technology. She also enumerated some
reasons on why TEL is essential. These reasons are as follows:
a. Learning at learners’ own paces – technology allows learner to revisit and master lessons
since these resources are usually stored in a database that is easily accessible by both
learner and teacher. These resources may also be specifically made for self-studying.
b. Abundant resources – technology allows knowledge to be transferred faster, thus resulting in
an abundance of learning resources in which students may be able to further explore their
learnings and for teachers to further deepen their knowledge on a subject matter.
c. Technology improves interaction – Technological advances allow for easier communication
between the teachers and learners. It also allowed for diverse forms of interaction to be
possible, such as avatar-making, virtual reality, and so on.
d. Technology is needed in life – This one is self-explanatory. Would you live in a world devoid
of technology? Could you live in this world right now without any knowledge on technology?

TEL Approaches
Walsh (2014) of EmergingEdTech has listed several approaches to TEL that are frequently
used in classrooms.
1. Student-Created Content – this approach is similar to an outcome-based approach in traditional
classrooms. However, technology allows for a more diverse way of expressing learning.
Software like Photoshop and Microsoft Office allows for a various option in making a unique
product specifically made by the student for a particular lesson.
2. Collaborative Learning – Communication is one of the aspects of life greatly improved by
technology. These innovations presented an opportunity for learners to study and learn
together. The instantaneous nature of technological communication is also advantageous as
corrections may be communicated regardless of the distance between the speaker and
receiver.
3. Active Learning – Different internet tools allow for students and teachers to learn according to
their learning styles. Proper implementation of these tools result in better retention of
information as it is anchored and suitable for the learners.
 4. Personal Learning Network – These refer to the groups created by students alongside teachers
or colleagues with similar undertakings where their goal is to simply learn from each other or
with each other. PLNs are also interactive in nature and applies the concept of networking,
allowing more
people to contribute their knowledge in each PLN.
5. Mobile Learning – As the name suggests, technology allows learners to take learning wherever
they go as gadgets such as smartphone and laptops allow for portable and convenient
learning. Additionally, these gadgets allow learners to create content pertinent to the lessons
given.
6. Competency-based Learning – This learning rewards students who show their degree of skill in
the class. Technologies give students more opportunities to express their talents and
techniques learned through multimedia applications. These competencies would later turn into
lifelong skills if nurtured.
7. Social Learning – Closely related to collaborative learning, learners in the current generation can
involve themselves socially in their chosen advocacies and endeavors. They are exposed to
role models and exemplary behaviors which they may be able to emulate. Teachers may also
enforce social learning by inviting experts on various fields to interact with the students to get
factual and reliable information regarding a topic.
8. Flipped Classroom – A flipped classroom is basically learning at home with assessments done at
school. This gives student more flexibility regarding their study times and, when done with
adequate instructions, further enhance their independent learning skills. On the teacher side,
this model reduces their discussion time and allow the teacher time to prepare authentic
assessment methods.

These techniques are based on the trends in 2014. After 7 years, technology has improved greatly.
Nowadays, students and teachers can meet online to replace an actual classroom setting. There is also
the advent of virtual reality software and even AI learning which may, sooner or later, be used to
effectively teach students remotely. The possibilities remain endless. However, do remember that
teachers still play a vital role and will continue to do so.

III. Application/Activity
I will create a Google Form which will serve as your answer sheet for the activity in this module.

V. Other References
• Mossuto, M., (2009). Problem-based learning: Student engagement, learning and contextualized
problem-solving
• Radford University (n.d.). Problem Solving, Critical Thinking, and Analytical Reasoning Skills Sought
by Employers.
• https://instructionaldesign.com.au/merrills-instructional-design-principles/
• Merkline, Katie (2011), Instructional Design Models, Theories & Methodology: Merrill's First Principles
of Instruction. Retrieved from https://k3hamilton.com/LTech/merrill.html
• https://mdavidmerrill.files.wordpress.com/2019/07/firstprinciplesreigeluthcarr-1.pdf
• https://www.mentimeter.com/blog/interactive-classrooms/what-is-technology-enhanced-learning-
and why-is-it-important
• https://www.emergingedtech.com/2014/01/8-exciting-technology-enhanced-teaching-and-
learning approaches-that-teachers-are-embracing-in-2014/

Prepared by:

ALLEN CHRISTIAN V. TORRES, MSEd

Instructor, CTE

Checked by:
 RAYMOND N. CLARO, PhD
Program Head, CTE

Approved by:

EVELYN ABALOS-TOMBOC, DBA

President, University of Eastern Pangasinan