Designing Instruction for the Traditional, Adult, and Distance Learner: A New Engine for Technology-based Teaching

471 Pages·2009·22.98 MB·English

by  Lawrence A. Tomei

Designing Instruction for
the Traditional, Adult, and
Distance Learner:
A New Engine for
Technology-Based Teaching
Lawrence A. Tomei
Robert Morris University, USA
InformatIon scIence reference
Hershey • New York
Director of Editorial Content: Kristin Klinger
Senior Managing Editor: Jamie Snavely
Assistant Managing Editor: Michael Brehm
Publishing Assistant: Sean Woznicki
Typesetter: Jamie Snavely, Sean Woznicki
Cover Design: Lisa Tosheff
Printed at: Yurchak Printing Inc.
Published in the United States of America by
Information Science Reference (an imprint of IGI Global)
701 E. Chocolate Avenue
Hershey PA 17033
Tel: [phone]
Fax: [phone]
E-mail: [email protected]
Web site: http://www.igi-global.com/reference
Copyright © 2010 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in
any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or
companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
Library of Congress Cataloging-in-Publication Data
Tomei, Lawrence A.
Designing instruction for the traditional, adult, and distance learner : a new engine for technology-based teaching / by
Lawrence A. Tomei.
p. cm.
Includes bibliographical references and index.
Summary: "This book explores how technology impacts the process of devising instructional plans for adult students"--
Provided by publisher.
ISBN 978-1-60566-824-6 (hardcover) -- ISBN 978-1-60566-825-3 (ebook) 1. Educational technology. 2. Instructional
systems--Design. I. Title.
LB1028.3.T63 2010
371.33'4--dc22
2009014483
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
Advances in Information and Communication
Technology Education Series (AICTE)
ISBN: 1935-3340
Editor-in-Chief: Lawrence Tomei, Robert Morris University, USA
&
Mary Hricko, Kent State University, USA
Integrating Information & Communications Technologies into the Classroom
Lawrence A. Tomei; Robert Morris University, USA
Information Science Publishing ♦ copyright 2007 ♦ 360 pp ♦ H/C (ISBN: 1-59904-258-4) ♦ E-Book (ISBN: 1-59904-260-6)
Integrating Information & Communications Technologies Into the Classroom examines topics critical to busi-
ness, computer science, and information technology education, such as: school improvement and reform, stan-
dards-based technology education programs, data-driven decision making, and strategic technology education
planning. This book also includes subjects, such as: the effects of human factors on Web-based instruction; the
impact of gender, politics, culture, and economics on instructional technology; the effects of technology on so-
cialization and group processes; and, the barriers, challenges, and successes of technology integration into the
classroom. Integrating Information & Communications Technologies Into the Classroom considers the effects
of technology in society, equity issues, technology education and copyright laws, censorship, acceptable use and
fair use laws, community education, and public outreach, using technology.
Adapting Information and Communication Technologies for Effective Education
Edited By: Lawrence A. Tomei, Robert Morris University, USA
Information Science Reference ♦ copyright 2007 ♦ 300pp ♦ H/C (ISBN: 978-1-59904-922-9)
Educational initiatives attempt to introduce or promote a culture of quality within education by raising concerns
related to student learning, providing services related to assessment, professional development of teachers, cur-
riculum and pedagogy, and influencing educational policy, in the realm of technology. Adapting Information
and Communication Technologies for Effective Education addresses ICT assessment in universities, student
satisfaction in management information system programs, factors that impact the successful implementation
of a laptop program, student learning and electronic portfolios, and strategic planning for e-learning. Providing
innovative research on several fundamental technology-based initiatives, this book will make a valuable addi-
tion to every reference library.
The Advances in Information and Communication Technology Education (AICTE) Book Series serves as a medium for introducing, collaborat-
ing, analyzing, synthesizing, and evaluating new and innovative contributions to the theory, practice, and research of technology education
applicable to K-12 education, higher education, and corporate and proprietary education. The series aims to provide cross-disciplinary find-
ings and studies that emphasize the engagement of technology and its influence on bettering the learning process. Technology has proven to
be the most critical teaching strategy of modern times, and consistently influencing teaching style and concept acquisition. This series seeks
to address the pitfalls of the discipline in its inadequate quantifiable and qualitative validation of successful learning outcomes. Learners with
basic skills in reading, writing, and arithmetic master those skills better and faster with technology; yet the research is not there to defend how
much better or how much faster these skills are acquired. Technology offers educators a way to adapt instruction to the needs of more diverse
learners; still, such successes are not generalized across populations or content areas. Learners use technology to acquire and organize infor-
mation evidence a higher level of comprehension; but we are not sure why. The purpose of the AICTE is to grow this body of research, propose
new applications of technology for teaching and learning, and document those practices that contribute irrefutable verification of information
technology education as a discipline.
Hershey • New York
Order online at www.igi-global.com or call 717-533-8845 x100 –
Mon-Fri 8:30 am - 5:00 pm (est) or fax 24 hours a day 717-533-8661
Table of Contents
Preface ..................................................................................................................................................ix
Section 1
Focus on the Learner
Chapter 1
Learning Theories and Pedagogy: Teaching the Traditional Learner .............................................1
Introduction .............................................................................................................................................2
The Major Theorists of Behaviorism ......................................................................................................4
The Major Instructional Applications of Behavioristic Psychology .......................................................9
Key Criticisms of Behaviorism and the Traditional Learner ................................................................11
Behaviorism and the Engine for Designing Technology-Based Instruction .........................................13
Conclusion ............................................................................................................................................14
References .............................................................................................................................................14
Chapter 2
Learning Theories and Andragogy: Teaching the Adult Learner ..................................................15
Introduction ...........................................................................................................................................16
The Major Theorists of Cognitivism .....................................................................................................18
Major Instructional Applications of Cognitive Psychology ..................................................................26
Key Critcisms of Cognitivism and the Adult Learner ...........................................................................29
Cognitivism and the Engine for Designing Online Education ..............................................................30
Conclusion ............................................................................................................................................33
References .............................................................................................................................................33
Chapter 3
Learning Theories and Allagegogy: Teaching the Distance Learner .............................................34
Introduction ...........................................................................................................................................36
The Major Theorists of Humanism .......................................................................................................37
Major Insructional Applications of Humanistic Psychology ................................................................41
Humanism and the Engine for Desiging Technology-Based Instruction ..............................................45
Conclusion ............................................................................................................................................49
References .............................................................................................................................................49
Section 2
Focus on Learning
Chapter 4
The Cognitive, Affective, and Psychomotor Domains: The Taxonomy of the
Traditional Learner ............................................................................................................................52
Introduction ...........................................................................................................................................53
The Taxonomy Matures .........................................................................................................................54
Revised Bloom’s Taxonomy ...................................................................................................................60
Key Instructional Technologies Supporting the Cognitive Domain and the Traditional Learner ........63
A Brief Look at the Other Domains of the Traditional Learner ...........................................................64
Summary ...............................................................................................................................................66
Conclusion ............................................................................................................................................68
References .............................................................................................................................................68
Chapter 5
The Higher Order Learning Domain of the Adult Learner ............................................................69
Introduction ...........................................................................................................................................70
Characteristics of the Higher Order Learning Domain: The Adult as Learner, Expert,
and Scholar ......................................................................................................................................71
Stages of the K-A-RPE Model ...............................................................................................................74
Summary ...............................................................................................................................................81
Conclusion ............................................................................................................................................81
References .............................................................................................................................................82
Chapter 6
The Technology Domain of the Distance Learner ............................................................................84
Introduction ...........................................................................................................................................86
Foundational Skills for Distance Learners ...........................................................................................86
The Taxonomy for the Technology Domain...........................................................................................88
The Use of the Taxonomy for Developing Learning Objectives for the Distance Learner ...................92
Conclusion ............................................................................................................................................98
References .............................................................................................................................................98
Section 3
Focus on Resources
Chapter 7
Text-Based Resources for Teaching .................................................................................................102
Introduction .........................................................................................................................................103
Learners and Text-Based Materials ....................................................................................................104
Text-Based Materials for Teaching .....................................................................................................104
The Hyper Book Lesson ......................................................................................................................105
Summary .............................................................................................................................................110
Conclusion ..........................................................................................................................................111
Chapter 8
Visual-Based Resources for Teaching ..............................................................................................112
Introduction .........................................................................................................................................113
Learners and Visual-Based Materials.................................................................................................114
Visual-Based Presentations for Teaching ...........................................................................................114
The Interactive Lesson ........................................................................................................................115
Summary .............................................................................................................................................121
Conclusion ..........................................................................................................................................121
References ...........................................................................................................................................121
Chapter 9
Web-Based Resources for Teaching .................................................................................................122
Introduction .........................................................................................................................................123
Background of the Internet .................................................................................................................124
Learners and the Web .........................................................................................................................126
Summary .............................................................................................................................................127
The Virtual Tour Lesson ......................................................................................................................129
Summary .............................................................................................................................................143
Conclusion ..........................................................................................................................................144
Section 4
Focus on Delivery
Chapter 10
Delivering Instruction to the Traditional Learner .........................................................................147
Introduction .........................................................................................................................................148
Effective Principles and Practices of Teaching the Traditional Learner ............................................158
Learning Styles Found in the Traditional Classroom .........................................................................158
Teaching and Learning Methodologies Appropriate for the Traditional Learner ..............................161
Summary .............................................................................................................................................167
Conclusion ..........................................................................................................................................169
References ...........................................................................................................................................169
Chapter 11
Delivering Instruction to the Adult Learner...................................................................................171
Introduction .........................................................................................................................................172
The Five Pillars of Education for the Adult Learner ..........................................................................173
Effective Principles and Practices of Teaching the Adult Learner .....................................................184
Learning Styles Found in the Adult Classroom ..................................................................................186
Teaching and Learning Methodologies Appropriate for the Adult Learner .......................................187
Methodologies for Designing Instruction for the Adult Learner ........................................................188
Summary .............................................................................................................................................192
Conclusion ..........................................................................................................................................193
References ...........................................................................................................................................194
Chapter 12
Delivering Instruction to the Distance Learner .............................................................................196
Introduction .........................................................................................................................................197
The Five Pillars of Education for the Distance Learner ....................................................................199
Effective Principles and Practices of Teaching the Distance Learner ...............................................211
Learning Styles Found in the Distance Education Classroom ...........................................................213
Teaching and Learning Methodologies Appropriate for the Distance Learner ..................................214
Methodologies for Designing Instruction for the Distance Learner ..................................................216
Summary .............................................................................................................................................224
Conclusion ..........................................................................................................................................225
References ...........................................................................................................................................226
Section 5
Focus on Outcomes
Chapter 13
Methodologies for Assessing the Traditional Learner ...................................................................230
Introduction .........................................................................................................................................232
Characteristics of Good Assessment for the Traditional Learner ......................................................233
Fundamentals of Assessing the Traditional Learner ..........................................................................233
Assessing Teaching and Learning Resources for the Traditional Learner .........................................236
Summary .............................................................................................................................................239
Conclusion ..........................................................................................................................................243
References ...........................................................................................................................................243
Chapter 14
Methodologies for Assessing the Adult Learner .............................................................................244
Introduction .........................................................................................................................................245
Characteristics of Good Assessment for the Adult Learner ................................................................247
Fundamentals of Assessing the Adult Learner ....................................................................................248
Assessing Teaching and Learning Resources for the Adult Learner ..................................................252
Summary .............................................................................................................................................259
Conclusion ..........................................................................................................................................259
References ...........................................................................................................................................259
Chapter 15
Methodologies for Assessing the Distance Learner ........................................................................261
Introduction .........................................................................................................................................262
Characteristics of Good Assessment for the Distance Learner ..........................................................265
Fundamentals of Assessing the Distance Learner ..............................................................................266
Assessing Teaching and Learning Resources the Distance Learner...................................................281
Summary .............................................................................................................................................286
Conclusion ..........................................................................................................................................301
References ...........................................................................................................................................301
Appendix A: Traditional Learner Lesson Plan Template .............................................................302
Appendix B: Adult Learner Lesson Plan Template .......................................................................307
Appendix C: Distance Learner Lesson Plan Template ..................................................................313
Appendix D: The K-A-RPE Model—Research Investigation .......................................................318
Appendix E: Bibliography of Recommended Reading..................................................................321
Glossary of Terms .............................................................................................................................326
Primers for Constructing Text, Visual, and Web-Based Instructional Materials .......................343
About the Author .............................................................................................................................436
Index ...................................................................................................................................................437
ix
Preface
This text proposes a new paradigm for designing, developing, implementing, and assessed technology-
based instruction. It addresses three target populations of today’s learner: traditional, adult, and distance
education. The text proposes a new model of instructional system design (ISD) for developing effective
technology-based education that involves a five-step process focusing on the learner, learning theories,
resources, delivery modalities, and outcomes.
The model began as an idea for designing online instruction (Tomei, 2007). In a Theoretical Model
for Designing Online Education in Support of Lifelong Learning, the author suggested an engine for
designing education concentrating on the critical elements of delivering instruction online. As the theo-
retical underpinnings of the engine came into sharper focus, it was apparent that the author had actually
developed a new prototype paradigm for designing instruction using the ISD process.
The concept of a systems approach to instructional design is based on a “30,000-foot” view of the
teaching and learning process. It is characterized by an orderly gathering and analysis of collective and
individual student outcomes and by the ability to respond to identified revisions to established learn-
ing goals. The application of a systems approach to instruction insures that academic programs and
required support materials are continually developed in an effective and efficient manner to match the
variety of needs in a rapidly changing environment. Surely, nothing is changing faster than the infusion
of technology-based resources into the classroom: traditional, adult, or virtual.
INSTRUCTIONAL SYSTEM DESIGN (ISD)
ISD models enable educators to tackle the design of new lessons or curriculum in a systematic, me-
thodical, organized manner. They help visualize the inter-related tasks associated with the sequencing
of discrete, manageable instructional units. Most educational psychologists would ascribe behavioral
learning styles to the ISD approach; that is, designers who prefer sequential, logical, hierarchical, and
chronological instruction tend to steer towards using this paradigm. However, for many other educators
who prefer the cognitive or humanistic bent to teaching, ISD still has much to offer. Three ISD models,
in particular, form the basis for the new Engine for Designing Technology-Based Instruction.
The ADDIE Model (Figure 1) represents five phases found in many, if not all, ISD models although
the labels may differ. Most ISD models propose an analysis phase followed by design, development,
implementation, and evaluation. They begin with the analysis of tasks to be performed, content area
learning objectives, timelines, priorities and constraints. Designing lessons via ISD demands an un-
derstanding of the target learner and a hierarchy of instruction from simple to complex, least to most
important, or past to present – basically, the behavioral approach to learning. As such, the ADDIE Model
is most commonly associated with teaching the traditional learner.