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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
1977
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED145074 |
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| _version_ | 1867181851030847488 |
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| author | La Gow, Robert L. |
| author_facet | La Gow, Robert L. La Gow, Robert L. |
| collection | Education Resources Information Center |
| contents | The Utilization of Grounded Theory to Identify Instructional Design Elements in Adult Education Programs. La Gow, Robert L. Adult Education Adult Programs Educational Environment Educational Practices Educational Research Educational Strategies Educational Theories Field Studies Instructional Design Instructional Systems Models Program Administration Program Development Student School Relationship Student Teacher Relationship A study was done to discover and generate a theory of instructional design based on procedures currently used in selected adult education agencies. The methodology used was to generate grounded theory in four stages as follows: (1) discovery of a number of categories into which the collected data are coded, (2) integration of the categories and their properties, (3) discovery of the theory, and (4) writing the theory. An initial list of categories generated from a library search was tested in real settings by visiting adult education programs and conducting interviews with administrators and teachers. After dropping and modifying many categories, two categories having theoretical properties emerged: function and process. The characteristics of a function instructional model in operation are requirements for instruction or course needs, high administrative control of instructional style, fixed goals and content, limited instructional strategies, and high institutional control of the learning experience. The process instructional model has the following operational characteristics: statement of an instructional problem, organization of a structure to consider the problem and recommend solutions, production of a goal statement or specific behavioral objectives, design of appropriate instructional alternatives, participatory instructional activities, and evaluation of effect of instruction. (The author makes seven recommendations for operations to be included in any adult education instructional design process.) (EM) |
| format | Recurso educativo Open Access |
| id | eric_ED145074 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1977 |
| record_format | eric |
| spellingShingle | The Utilization of Grounded Theory to Identify Instructional Design Elements in Adult Education Programs. La Gow, Robert L. Adult Education Adult Programs Educational Environment Educational Practices Educational Research Educational Strategies Educational Theories Field Studies Instructional Design Instructional Systems Models Program Administration Program Development Student School Relationship Student Teacher Relationship The Utilization of Grounded Theory to Identify Instructional Design Elements in Adult Education Programs. La Gow, Robert L. Adult Education Adult Programs Educational Environment Educational Practices Educational Research Educational Strategies Educational Theories Field Studies Instructional Design Instructional Systems Models Program Administration Program Development Student School Relationship Student Teacher Relationship A study was done to discover and generate a theory of instructional design based on procedures currently used in selected adult education agencies. The methodology used was to generate grounded theory in four stages as follows: (1) discovery of a number of categories into which the collected data are coded, (2) integration of the categories and their properties, (3) discovery of the theory, and (4) writing the theory. An initial list of categories generated from a library search was tested in real settings by visiting adult education programs and conducting interviews with administrators and teachers. After dropping and modifying many categories, two categories having theoretical properties emerged: function and process. The characteristics of a function instructional model in operation are requirements for instruction or course needs, high administrative control of instructional style, fixed goals and content, limited instructional strategies, and high institutional control of the learning experience. The process instructional model has the following operational characteristics: statement of an instructional problem, organization of a structure to consider the problem and recommend solutions, production of a goal statement or specific behavioral objectives, design of appropriate instructional alternatives, participatory instructional activities, and evaluation of effect of instruction. (The author makes seven recommendations for operations to be included in any adult education instructional design process.) (EM) |
| title | The Utilization of Grounded Theory to Identify Instructional Design Elements in Adult Education Programs. |
| topic | Adult Education Adult Programs Educational Environment Educational Practices Educational Research Educational Strategies Educational Theories Field Studies Instructional Design Instructional Systems Models Program Administration Program Development Student School Relationship Student Teacher Relationship |
| url | https://eric.ed.gov/?id=ED145074 |