A Blended Approach to Instructional Design and Learning Environment: Critique of Previous Models and Development of a New Model

Zare&#039;i Zuvaraki, Esma&#039;il

Document Type : Research Paper

Author

Esma'il Zare'i Zuvaraki

. Faculty Member, Allameh Tabataba'i University

Abstract

The purpose of this study is to analyze and criticize previous models of learning environments and instructional design and present a new model in this context. The main questions of the study were: (1) what are the points of strength and weakness of the global popular models of learning environments and instructional design? (2) What is the appropriate model according to the blended approach in learning environments and instructional design? The research method was analytical-descriptive based on George Bereday method. First, the author of the paper collected the needed information from various sources; compared, analyzed and criticized the selected models and finally presented a new model based on blended approach. The statistical population was all learning environment and instructional design models, and the sample included eight of these models that were selected by purposive sampling method. The findings showed that the majority of learning environment and instructional design models were designed according to independent approach, and all key elements of the complete instructional design plan were not included in the models. Finally, an appropriate model based on blended approach and covering all key elements of the complete instructional design plan was presented.

Keywords

References

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Educational Psychology

A Blended Approach to Instructional Design and Learning Environment: Critique of Previous Models and Development of a New Model

References

References

Volume 8, Issue 24 - Serial Number 24
July 2012
Pages 29-50

A Blended Approach to Instructional Design and Learning Environment: Critique of Previous Models and Development of a New Model

References

References

Volume 8, Issue 24 - Serial Number 24July 2012Pages 29-50

Volume 8, Issue 24 - Serial Number 24
July 2012
Pages 29-50