Incorporation of Gagne's instructional design in a student-centred multimedia learning environment
The development of self-paced learning systems has become increasingly in demand with the advances in ICT and has given way to innovative methods of interactive learning modules. However efforts and strategies in maintaining a learner‟s interest throughout the learning process have tended to be neg...
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| 格式: | Thesis |
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2012
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| 總結: | The development of self-paced learning systems has become increasingly in demand with the advances in ICT and has given way to innovative methods of interactive learning modules. However efforts and strategies in maintaining a learner‟s interest throughout the learning process have tended to be neglected (Blinco, 2004). Gagné‟s approach to instructional design has been considered a seminal model that has influenced many other design approaches. It proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions (Siemens, 2002). According to Gagne, effective instruction should reach beyond traditional learning theories (Killpatrick, 2001). Gagne‟s Nine Events of Instructions have been described as a guide in enhancing student learning as it is an impactful model for teaching and learning (Ellington & Earl, 1999; Gagne, Wager, Golas & Keller, 2005). As such, this research project focuses on studying the benefits of using Gagne‟s instructional design model in a multimedia-mediated student-centred learning environment and on the learning process of the students at INTI International University. The research results provided support for the use of Gagne‟s nine instructional events as framework for developing a multimedia-mediated student-centred learning environment (MMSLE) to enhance the quality of instruction for student-centred learning. The conceptual framework of these results for the MMSLE were presented and discussed. |
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