Designing Effective Instruction by Gary R. Morrison, Steven J. Ross, Jennifer R. Morrison, Howard K. Kalman (z-lib.org)

Index 469

Griffiths, T. L., 150 Heinich, R., 55, 56, 58, 107
Grobe, C. S., 156 Hellebrandt, J., 272
Gronlund, N. E., 114, 118, 285, 307 Henrie, C. R., 288, 339
Gropper, G. L., 370, 371 Hessinger, M., 242
Group-centered discussion, 227 Hewes, G., 373
Group presentations, 217–222 Hill, W. H., 106, 116
Hmelo-Silver, C. E., 308, 381
applications of, 218 Hoepfner, R., 42
distance education and, 220–222 Holliday, W. G., 184
effective learning in, guidelines for, 219–220 Holly, M. L., 322
limitations of, 218 Holmberg, B., 222, 256
strengths of, 217 Holmes, G., 34
Grusec, J., 155 Holtermann, K., 242
Guided design, 227 Holton, E. F., 60
Guided didactic conversation (Holmberg), Holzinger, A., 242
Hong, Y.-J., 150
256 Hooper, S., 150
Gülgöz, S., 176 Hord, S. M., 402
Guo, Q., 299 Houghton, H. A., 183
Guthrie, J. T., 150 Hsiao, T.-Y., 243
Huang, K., Ge, X., 242
H Huberman, A. M., 340
Haenggi, D., 248 Hughes, A. M., 5
Hainey, T., 243 Huling-Austin, L., 402
Hall, G. E., 402 Hummel, J. H., 374
Halpin, G., 56 Hunnicutt, K. L., 32
Halverson, L. R., 288, 339 Hutton, R. J. B., 86, 88
Hamaker, C., 145 Huyett, S., 288
Hamilton, L. S., 357 Hypermedia, 243
Hamilton, R. J., 152
Hamon, Y., 47 I
Hancock-Niemic, M. A., 212 IBM, 4, 6
Hanes, Bailey F., 42 ID. See Instructional design
Hannafin, M., 63 ID documentation. See Instructional design
Hannafin, R. D., 245
Hannon, B., 150 documentation
Hannum, W., 76 ID model. See Instructional design model
Harms, U., 242 ID process. See Instructional design process
Harris, D., 63 IDT (instructional design and technology), 371
Harris, M. T., 274 Illinois Standardized Achievement Test
Harrison, A. J., 131
Harrison, L., 288 (ISAT), 285
Hartley, J., 172, 181, 219 Implementation, 20. See also Instructional
Hartley, K., 175
Hathorn, L. G., 145 implementation
Hazeltine, E., 155 Indirect checklist/rating measures, 321
Headings, 179–181 Information-decision process models, 402
Heagney, J., 414, 420 Information-processing analysis, procedural
Heckler, A. F., 205
Hegarty, M., 183 analysis vs., 82
Instructional context, 64–65
Instructional cost index, 353–355

470 Index

Instructional delivery, 403–405 Instructional implementation, 390–408
group presentations, 217–222 CLER model, 395–401
self-paced learning, 222–225 developmental/information decision-making
small-group formats, 226–229 models in, 402
instructional delivery in, 403–405
Instructional design (ID). See also specific topics instructional materials in, 404–405
challenge of, 18–19 instructors in, 405
contexts for, 11–12 planned change in, 390–395
defined, 8–10 program promotion in, 403–404
education vs. training in, 10 supervisors in, 407–408
human performance technology and, 10
impact of, 8 Instructional materials, coordinating, 404–405. See
in organizations, 427–429 also Design plan; Instructional delivery
shortcuts in, 427
Instructional materials development, 200–230
Instructional design and technology (IDT), cognitive load, 209–216
371 concrete, 203–205
consistency of, 206
Instructional design (ID) documentation, cues, 206–207
439–448 generative strategy, 208
for group presentations, 217–222
audience definition, 441–442 heuristics for, 203–207
formative evaluation, 448 initial presentation, 207–208
objectives and presentation strategies, learner analysis, 202–203
objectives of, 202
444–447 pacing, 205–206
preinstructional strategy (advance preinstructional strategy, 207
for self-paced learning, 222–225
organizer), 447 for small groups, 226–229
problem identification, 439–441 step size, 205
sequencing content (temporal relation), 447 transitions, 208–209
task analysis, 442–444
Instructional designers, 7, 21 Instructional message, 170–190
Instructional design (ID) model design for text, 176–182
components of, 16–18 pictures and graphics in, 183–190
defined, 370 preinstructional strategies for, 172–176
effective, 370–371
elements of, 370 Instructional objectives, 104–111, 202
ongoing processes in, 19–20 affective verbs used in, 118–119
overview of, 16–17 approaches to, 110–111
typical, illustrated, 22 basis for, 110
Instructional design (ID) process behavioral, 111–112
for academic education and training programs, classifying, 119–121
defined, 17, 104
6–7 developing, 110–111
benefits of, 5 function of, 104, 106
critical views of, 21–23 general, 114
evaluator in, 21 matching measures to, 276
flexibility in, 427 objective domains, 104–110
goal of, 4–5 in preinstructional strategies, 173–174
instructional designer in, 21 in sequencing strategies, 137
premises underlying, 12–14 writing (see Objective writing)
purpose of, 4–5
subject-matter expert in, 21
Instructional environment, analysis of, 65

Index 471

Instructional problems, 16 Jenkins, D., 86
Instructional strategies, 142–160 Jiang, L., 145, 173, 174, 208
Job aid, 174
for cognitive teaching procedures, 154–156 Job analysis, 45
defined, 17, 144 Johnsey, A., 208
designing, 144 Johnson, A. M., 184, 243
expanded content-performance matrix of, 146 Johnson, D. W., 229
foundations for, 144–145 Johnson, J., 244
generative categories of, 145–146 Johnson, R. T., 229
for psychomotor teaching procedures, 156–157 Jonassen, D. H., 58, 76, 82, 145, 149, 152, 153,
reasons for, 144
for teaching attitudes, 159 176, 379
for teaching concepts, 150–152 Jones, T. S., 343
for teaching facts, 149–150 Joo, Y. J., 245
for teaching interpersonal skills, 157–158 Joseph, D. L., 5
for teaching principles and rules, 152–154
Instructional systems development (ISD), 15 K
Instructional theory, 369–371. See also Learning Kalman, H. K., 44
Kalyuga, S., 212, 245, 376
theory Kaminski, J. A., 205
Instructional unit, sample of, 449–457 Kang, S. H. K., 208
Instruction, development of, 18 Kanuka, H., 257
Instructor-directed discussion, 227 Kardash, C. A., 176
Instructors, 405 Karpicke, J. D., 152
Interactions, designing, 249–252 Kasten, W. G., 322
Interface design, 244 Kauffman, D. F., 177, 178
Internal audit training, 397–399 Kaufman, R., 32
Interpretive pictures, 186, 189 Kay, R. H., 339
Interservice Procedures for Instructional Systems KCR (knowledge-of-correct-response) feedback,

Development (IPISD), 15 247
Interviews Keefe, J., 32
Keegan, B., 240, 256
in attitude assessment, 328–329 Keegan, D., 220, 222
in contextual analysis, 66–67 Keeps, E. J., 10
in goal analysis, 41–44 Keith, N., 5
in learner analysis, 58, 59 Keller, F. S., 222, 373
in needs assessment, 37–40 Keller, J. M., 58
of SME, in task analysis, 94 Keller Plan, 224
Intrinsic cognitive load, 210–211 Kelly, A. E., 343
IPISD (Interservice Procedures for Instructional Kelson, A. M., 63
Kenny, R. F., 115–116
Systems Development), 15 Kerzner, H., 420
Irvin, P. S., 242 Kester, L., 131, 245
ISAT (Illinois Standardized Achievement Test), 285 Kibler, R. J., 58, 108
ISD (instructional systems development), 15 Kickmeier-Rust, M. D., 242
Iyengar, S. S., 245 Kieffer, M. J., 59
Kiewra, K. A., 177, 178
J Kim, J., 245, 285
Jackson, M. L., 63 Kim, J. S., 285
Jacoby, L. L., 204
Jeffery, R. W., 156
Jegede, O. J., 173

472 Index

Kim, Y., 375 example of, 54
King, N., 392, 402 explained, 52–54
Kintsch, W., 248 Learner characteristics, 54–63
Kirschner, P. A., 131, 379 academic information and, 57
Klauer, K. J., 172, 173 adult learners, 60–61
Klein, J. D., 173, 229 culturally diverse, 58–59
Klein, S. P., 42 disabled individuals, 59–60
Knaack, L., 339 general, 55
Knight, C. B., 56 learning styles and, 56
Knowledge maps, 176 personal and social, 57–58
Knowledge-of-correct-response (KCR) feedback, specific entry, 55–56
Learner control, 245–246
247 Learner-oriented approach, 356
Knowledge-of-result (KR) feedback, 246 Learning-related sequencing, 130–132
Knowles, C., 32 Learning styles, 56
Knowles, M., 60 Learning theory, 366–382
Knowlton, J. Q., 240 behavioral theory and, 371–373, 380–381
Koedinger, K., 136 cognitive theory and, 375–382
Koedinger, K. R., 136, 183 defined, 369
Koehler, M. J., 7 theory selection in, 380–381
Koenig, A., 243 Leavengood, S., 32
Kopcha, T. J., 245–246 Lechuga, M. T., 152
Kostons, D., 245, 248 Lee, B. N., 119
Kozulin, A., 58 Lee, D., 427
Kraiger, K., 5 Lee, J., 56
Krathwohl, D. R., 106, 116 Legal considerations, in ID project management,
Krathwohl, D. W., 106, 109
KR (knowledge-of-result) feedback, 246 431–434
Kribs, D., 92 Lehmkuhl, N., 175
Kuhn, D., 381 Leinhardt, G., 145
Ku, H. Y., 63 Leitzman, D. F., 425
Kulhavy, R. W., 184 Lemarié, J., 177, 182, 207
Kulik, C. C., 246, 248 Lentz, R., 183
Kulik, C. L., 246 Lenzner, A., 185
Kulik, J. A., 222, 246, 248 Lepper, M., 245
Kuo, M.-L. A., 150 Lesaux, N. K., 59
Kyun, S., 155, 212 Lesh, R. A., 343
Levie, W. H., 17, 183, 205, 240
L Levin, J. R., 150, 185, 187
Lacerenza, C. N., 5 Lim, K. Y., 245
Lajoie, S., 150 Linn, R. L., 285
Lamkin, D. M., 150 Lippitt, G., 430
Land, J., 207 Lippitt, R., 430
Larwin, D. A., 219 Lippmann, M., 185
Larwin, K. H., 219 Lists, 177, 179
Latham, G. C., 325 Literature research, for data collection, 93
Layout, 181 Little, P. M., 288
Learner analysis, 52–54 Lockhart, R. S., 144
Lockyer, J., 32, 39
defined, 17
in developing instructional materials, 202–203

Index 473

Loibl, K., 145 McGuire, J. M., 60
Lorch, E. P., 207 McNamara, D. S., 249
Lorch, J. R. F., 207 McNeil, N. M., 173
Lorch, R., 177 Meakin, G. H., 76
Lorch, R. F., 177, 182, 207 Means-ends analysis, 211
Loughner, P., 74, 93 Mechner, F., 134
Lowe, R., 250–255 Meier, L., 183
Lowther, D. L., 7, 63 Menke, D. J., 151
Loyens, S. M. M., 308 Menken, K., 59
Lozano, G., 151 Menlove, F., 155
Merrill, M. D., 107, 119, 245, 378
M Merrill, M. M., 156
MacArthur, E., 243 Merrill, P., 241
MacLatchy-Gaudet, H., 150 Merrill, P. F., 33, 35
MacNamara, A., 243 Message design process. See Instructional message
Madden, N.A., 34 Messer, D., 156
Maddrell, J., 87 Meyer, B. J. F., 177–178
Maeda, Y., Lv, J., 257 Meyer, C. A., 314
Mager, R. F., 4, 5, 36, 41, 42, 44, 111, 113, 118, 373 Miles, J., 357
Mager-style objectives, 110, 113–114, 117–119 Miles, M. B., 340
Mak, W. M., 207 Milestones, 417, 422
Malopinsky, L. V., 395 Militello, L. G., 86, 88
Mandates, state and federal, 432 Militello, M., 272
Mannes, S., 177 Miller, C., 379
Manser, M., 76 Miller, G. A., 209
Marken, J. A., 111 Miller, R. J., 7
Markle, S. M., 135, 152 Misanchuk, E. R., 274
Marlow, S. L., 5 Mishra, P., 7
Marmel, E., 414 Mobrand, K. A., 243
Marsh, J. A., 357 Modality principle, 254
Martínez, T., 145 Molenda, M., 14–15, 55, 107, 182–183
Martin, F., 174 Moller, L., 74, 93
Martin, V. L., 151 Moorjani, A., 242
Mary, J. C., 242 Moos, D. C., 243
Masia, B. B., 109 Moran, T. P., 86
Mastery-based instruction, 283–284 Moreno, R., 183, 204
Matching items tests, 304–305 Morgan, M. T., 246
Materials. See Instructional materials development Morrison, G. R., 7, 54, 63, 111, 208, 221, 245, 247,
Mathetics, 134–135
Mayer, H., 32 248, 256, 257, 321, 339, 430
Mayer, R. E., 58, 144, 183, 184, 204, 243, 249, Morrison, J., 153, 242, 284, 318, 325, 343–345
Mory, E. H., 248
252–256, 379 Moseley, J.L., 274
Mayer, S., 183, 184 Motz, B. A., 204
Mayworm, A. M., 32 Moulton, K., 243
McCoy, A., 7 Mulder, G., 207
McCrudden, M. T., 150, 175 Müller, A., 185
McDaniel, M. A., 56, 248 Mullin, J. A., 322
McDermott, K. B., 208 Multimedia designers, 431

474 Index Objective writing
for affective domain, 117–119
Multimedia instruction, 252–255 for cognitive domain, 111–117
defined, 252 pros and cons of, 121–122
for fostering generative processing, 255 for psychomotor domain, 117
for managing essential overload, 254–255
for reducing extraneous overload, 253 Observable processes, cognitive steps in, 82–83
summarized, 255 Observation

Multiple choice tests, 299–303 in attitude assessment, 325–326
Murin, A., 288 in contextual analysis, 66
Murray, H., 208 in performance assessment, 44–45
O’Dell, J. K., 245
N O’Keeffe, S. L., 131
Narciss, S., 247 O’Neil, H. F., 243
Nardi, A. H., 227 Oregon Trail, 133
Naumann, J., 207 O’Reilly, T., 150
NCLB. See No Child Left Behind Act of 2001 Organizational pictures, 187, 188
Nebel, S., 178 Orienting context, 64
Needs assessment, 28–41. See also Goal analysis Ortega-Tudela, J. M., 152
Osman, G., 395
conducting, 37–40 Osterlind, S., 322
defined, 32–33 Ovando, CJ, 59
goal analysis vs., 43–44 Overman, L. T., 373
ID process in, 46 Overviews, in preinstructional strategies, 174–175
plan for, 39–40 Ozgungor, S., 150
and problem identification, 30–31 Ozogul, G., 183, 184, 204
problem-identification process in, 44–45
Needs assessment plan, 39–40 P
Needs, types of, 33–36 Paas, F., 155
Neergaard, L., 288 Paas, F. G. W. G., 155, 212, 214–217, 245, 308
Nesbit, J. C., 176 Pachman, M., 245
Newell, A., 86 Pacing, 205–206
Newhouse, C. P., 402 Paivio, A., 150, 203
Nievelstein, F., 212 PALs (pedagogical agents as learning companions),
Nixon, E. K., 427
No Child Left Behind Act of 2001 375
Panel discussion, 227–228
(NCLB), 284 Papadopoulos, P. M., 63
Normative needs, 33 Pape, L., 288
Norm-referenced tests (NRTs), 283–286 Parker, D., 76
Novak, J., 208 Park, O., 56, 248
Nsoedo, C., 76 Parrish, P. E., 63
Pashler, H., 55
O Patrick, S., 288
Objectives. See Instructional objectives PBL (problem-based learning), 308
Objective-based studies, 343 Pedagogical agents as learning companions (PALs),
Objective domains, 104–110
375
affective, 109, 117–119 Peeck, J., 183, 184
cognitive, 106–107, 111–117 Peer teaching, 226
interrelation of, 109–110 Perez, R. S., 243
psychomotor, 107–108, 117
Objective tests, 298–305

Index 475

Perfetti, C. A., 248 for performance improvement, 287–288
Performance assessment, 44–45 for prerequisites, 286–287
Performance-based instruction, 283–284 roles of, in ID process, 286
Performance conditions, in behavioral objectives, strategies in, 173
Pre-training principle, 254
113 Primhoff, E., 91
Performance consultants, 431 Problem-based learning (PBL), 308
Performance-content matrix model, 119–121 Problem-identification process, 45
Performance ratings, 316 Problem-solving questions, 308, 310
Personalization principle, 256 Procedural analysis, 82–90
Personalized System of Instruction (PSI), 224 Programmers, 431
Peyre, S., 74 Project management, 412–434
Phillips, P. J., 182 completing the project, 421
Phipps, C. J., 82 defined, 450
Phipps, D., 76 flexibility in ID process, 427
Photographers, 431 of ID in organizations, 427–429
Physical attributes, in world-related sequencing, ID shortcuts in, 427
legal considerations in, 431–434
133 management activities in, 420–421
Piaget, J., 369, 375, 376 project agreement/proposal preparation in,
Picallo-Hernandez, S., 151
Pictures and graphics, 183–190 422–426
project planning in, 414–420
availability of, 190 working with SMEs and consultants, 429–431
for cognitive load reduction, 211 Project Management Institute, 414
decorative, 186 Project reporting, 421
effectiveness of, 183–184 Proposals, 422–426
interpretive, 187, 189 PSI (Personalized System of Instruction), 224
organizational, 187, 188 Psychomotor objectives, domain of, 107–108, 117
reasons for using, 190 PT3 Group at Vanderbilt, 63
representational, 185, 186 Publication Manual (APA), 181
reproduction costs of, 190 Public relations-inspired studies, 343
transformational, 187, 189 Putnam, A. L., 149, 150
Pine, K., 156
Pintrich, P. R., 58 Q
Planned change, 390–395 Questionnaire/survey
Planning, project management and, 20,
in attitude assessment, 326–327
414–418 in learner analysis, 58, 59
Ploetzner, R., 184, 212 in needs assessment, 35, 36, 38
Poitras, E., 150
Portfolio assessment, 322–323 R
Posner and Strike sequencing schemes, 128 Rackham, N., 343
Posner, G. J., 130–131, 133, 136 Rating scales, 316–317
Postlethwait, S. N., 208 Rawson, K. A., 145, 151, 204, 248
Preinstructional strategies, 172–176 Readability index, 203
Prerequisite method of sequencing, 130 Recall, in expanded performance-content matrix,
Prescriptions. See Instructional strategies
Pressley, M., 150, 151 121
Pretests/pretesting Recording methods, in task analysis, 94
Redundancy, 212–214, 253
benefits of, 287–288
disadvantages of, 288

476 Index

Reeb, J., 32 Russell, J. L., 357
Reigeluth, C. M., 77, 130, 136, 369, 377 Rutherford, W. L., 402
Reilly, J. M., 325
Reimann, P., 173 S
Reiser, R., 308–310 Sadoski, M., 204
Reisslein, M., 183, 184, 204 Salas, E., 5
Remediation, 248 Salmon, P., 86
Renkl, A., 58, 145, 156, 212 Salomon, G., 240
Representational pictures, 185–187 Salvendy, G., 96
Request for proposals (RFP), 422 Sampson, J. F., 32
Resource-driven tasks, 414 Sanchez, E., 243
Resource management, 420–421 Sanders, T., 207
Response-sensitive feedback, 247 Sanders, T. J. M., 207
Retention chart, 182–183 SAT. See Scholastic Achievement Test
Return on investment (ROI), 270–272 Saw, A. T., 229
Rey, G. D., 178, 183, 185 Scalise, K., 242
RFP (request for proposals), 422 Schalk, L., 205
Richardson, J. C., 257 Scheduling and resource allocation, 414, 418
Richardson, W. K., 176 Scheiter, K., 156, 177, 187, 207, 210, 245
Richey, R. C., 63, 67 Schiedel, K. C., 32
Richter, T., 207 Schlag, S., 184
Rickards, J. P., 145 Schmidt, H. G., 155, 308
Rikers, R. M. J. P., 245 Schneider, C., 288
Riter, P., 11 Schneider, M., 155
Rittle-Johnson, B., 136, 155, 156 Schneider, S., 178, 182–184
Roberts, P., 420 Schnotz, W., 183, 185
Robinson, D. G., 257 Scholastic Achievement Test (SAT), 33, 283, 300
Rodicio, H. G., 243 Schraagen, J. M., 86
Roediger, H. L., 152 Schraw, G., 150, 175, 176
Roediger, H. L., III., 205 Schroeder, N. L., 176
Roelle, J., 175 Schuh, J., 156
Roeser, R. W., 58 Schüler, A., 183
Rogers, E. M., 392, 393, 400, 402 Schunk, D. H., 58
Rohrer, D., 56 Schuurman, J. G., 212, 245
ROI (return on investment), 270–272 Schwan, S., 150
Rojas, A. M., 32 Schwartz, N. H., 185
Role playing, 227–228 Schwarz, B. B., 152
Roll, I., 145 Schweid, J., 272
Rossett, A., 31, 44 Schwen, T., 427
Ross, S. M., 54, 142, 208, 221, 245–248, 288, 321, Seaman, J., 255
Segmenting principle, 254
336, 339, 346 Sekely, G., 158
Rothkopf, E. Z., 22, 145, 208 Self-paced learning, 222–225
Rourke, L., 257
Rowan, B., 7 changing roles in, 225
Rubrics, 318–320 design checklist for, 225
Rummel, N., 150 guidelines for effective learning in, 224–225
Russ-Eft, D. F., 156 limitations in, 224
Russell, J. D., 55, 107, 272 strengths in, 226

Index 477

Sequencing, 128–137 Skinner, B. F., 58, 369, 371, 373
concept-related, 133–134, 136 Skuballa, I. T., 184
content expertise, 136 Slavin, R. E., 34, 58, 59, 220, 222, 228,
defined, 130
elaboration theory, 136–137 229, 375
learning-related, 130–132 Slocum, T. A., 368
mathematical procedures related to, Sloutsky, V. M., 205
134–136 Smaldino, S., 55, 257
methods, 128 Small-group formats, 226–229
objectives and, strategies for, 137 SME. See Subject-matter expert (SME)
Posner and Strike sequencing schemes, 128 Smyth, P. L., 131
task expertise, 136 Snellbecker, G., 8
world-related, 132–133 Snow, R. E., 56
Social learning theory, 374–375
Shalin, V. L., 86 Soemer, A., 150
Shaping, 58 Sohoni, S., 32
Sharkey, J. D., 32 Sokolovskaya, A., 222
Shepard, L. A., 314 Sonesh, S. C., 5
Sherman, G. P., 222, 229 Son, J. Y., 205
Sherman, J. G., 222, 229 Sorenson Irvine, C. K., 343
Sherwin, B., 408 Sosa, G. W., 242
Shinn, G. C., 39 South, J. B., 368
Short answer items, 305 Spada, H., 212
Shovelware, 253–258 Spatial contiguity, 253, 254
Shrock, S. A., 311–312 Spatial organization, in world-related sequencing,
Siegler R. S., 155
Signaling principle, 253 133
Signals, in text’s schema, 177 Specific entry characteristics, 55–56
Simon, H. A., 176, 244 Spencer, T. D., 368
Simonson, M., 220, 257 Split-attention effect, 212, 213
Sims, R. C., 415–417 Spring, K. J., 288
Simulation Spronken-Smith, R., 63
Spyridakis, J. H., 243
in computer-based instruction, 242 Stager, R. A., 227
in small-group formats, 228 Stamelos, I. G., 63
Singer, R. N., 159 Stanton, N., 86
Sireci, S., 272 Star, J. R., 155
Skarlicki, D. P., 90 Stecher, B. M., 357
Skill/behavior assessment, 311, 314–323 Steele, M. D., 145
analysis of naturally occurring results, 315 Step size, 205
anecdotal records, 318–320 Sterbinsky, A., 336
checklists, 316 Stevens-Long, J., 256, 257
direct testing, 314 Stevenson, N., 414
exhibitions, 323 Stolovitch, H. D., 10
indirect checklist/rating measures, 321 Stonehill, R. M., 288
performance ratings, 316 Strategies. See Instructional strategies
portfolio assessment, 322–323 Strickland, G. P., 42
procedure, 314–315 Strike, K. A., 130–133, 136
rating scales, 316–317 Strother, J., 257
rubrics, 318 Subjective reactions, 349

478 Index defined, 17, 76
explained, 76
Subject-matter expert (SME) preparing for, 77
in connoisseur-based study, 341, 342 problems solved by, 74, 76
contract work done by, 431 procedural analysis for, 82–90
defined, 21 recording methods, 94
flowcharts used by, 85–86 topic analysis for, 79–82
instructional objectives derived by, Task expertise sequencing, 136
110–111 Tausend, Julie Y., 7–8
interviewing, for task analysis, 93–94 Taxonomy, 107–108
in procedural analysis, 82 Taylor, P. J., 156
roles of, 430–431 Technology-based instruction, 240. See
in task analysis, 92–93
also Computer-based instruction (CBI)
Successive approximations, 58 affordances of, 240
Sullivan, H., 174 defined, 238
Sullivan, H. J., 63, 245 forms of, 238, 239
Summative evaluation, 345–347 Temporal contiguity, 253
Temporal sequences, 133, 177, 179
categories of reactions in, 348 Tenenbaum, H. R., 154
data collection in, 349–350 Tennyson, R. D., 151, 241, 248
defined, 20 ter Vrugte, J., 212
of developmental costs, 351–352 Tessmer, M., 63, 64, 67, 76, 344, 430
and evaluation vs. research, 346–347 Tests/testing. See also Pretests/pretesting;
of facility use, 351
of faculty and staff, 350–351 Skill/behavior assessment; specific tests
instructional cost index and, 353–355 blind-grading principles, 308–310
of learner time required, 350 constructed-response tests, 305–308, 310
long-term benefits of, 273 conventional letter grading in, 283
methods for, 348–350 evaluation vs. instructional objectives, 298
of operational costs, 353 of knowledge, 298–310
of program costs, 351, 352 norm-referenced vs. criterion-referenced,
of program effectiveness, 347–348
purpose of, 346 283–286
reporting results of, 359 objective tests, 298–305
Sunderman, G. L., 285 reliability of, 279–281
Supervisors, 407–408 standards vs. conventional measurement,
Support services, 20
Swaak, J., 245 284–289
Swanson, R. A., 60 validity of, 277, 279, 282
Sweller, J., 131, 155, 209–212, 214, 245, 253, Text design, 176–182
explicit signals, 178
376, 379 signaling the schema, 177–178
Symons, S., 150 typographical signals, 178–182
Tharp, R., 59
T Thoma, G. B., 248
Tamim, R., 222 Thomas, R. C., 204, 322
Tannebaum, J. B., 150 Thomsett, M. C., 414, 420
Task analysis, 74–94 Thorndike, E. L., 246
Tichy, N. M., 401–402
cognitive task analysis and, 86–87 Timms, M., 242
conducting, 92–94
critical incident method for, 90–92

Index 479

Tobias, S., 243, 379 Veletsianos, G., 379
Tognazzini, B., 244 Vidal-Abarca, E., 145
Topic analysis, 79–82 Video producers, 431
Torney-Purta, J., 176 Virbel, J., 177, 207
Towne, L., 368 Voice principle, 255
TPC (technical, political, cultural) framework, Voss, J. F., 153, 176
Vygotsky, L. S., 369, 375–377, 379
401–402
Tracey, M. W., 61–63, 274 W
Tracking, 421 Wade, S. E., 176
Training Wainess, R., 243
Wales, C. E., 227
educations vs., 10 Walker, D. A., 86, 343
legal considerations in, 431–434 Walker, D. D., 90
Training programs, confirmative evaluation Walker, G., 86
Wassertheurer, S., 242
of, 357–359 Watson, G. S., 153, 238, 242
Transfer context, 65–66 Watson, J., 288
Transformational pictures, 187, 189 Watson, L. M., 426
Treagust, D., 145 Web-based instruction. See Computer-based
Treichler, D. G., 182
Trevors, G., 243 instruction (CBI)
Trollip, S. R., 241 Web designers, 431
True/false items tests, 303–304 Wei, C., 76, 243
Tseng, W.-T., 243 Wei, C. Y., 243
Tutorials, CBI, 241–242 Weinstein, A., 155
Typographical signals, 178–179 West, C. K., 146
Wiggenhorn, W., 5
U Wiley, J., 147, 153
Unger, K. L., 61–63 Williams, D. D., 368
Unskilled workers, 61–63 Williams, K. E., 86
Urhahne, D., 242 Willows, D. M., 183
Wilson, B. G., 368
V Wilson, C. T., 368
Vaez, H., 183 Winn, W. D., 184
Vander Ark, T., 288 Wittrock, M. C., 144, 375
Vandercruysse, S., 212 Wittwer, J., 145, 156, 202, 212
Van der Kleij, F. M., 248 Wolff, P. M., 146
Vandewaetere, M., 245 Woloshyn, V. E., 150
van Dijck, G., 212 Woodward, M. M., 150
Van Gerven, P. W. M., 155 Wooley, D., 42
van Gog, T., 155, 245, 248, 308 Woolf, B. P., 288
van Jaarsveld, D. D., 90 Work breakdown structure, 414
VanLehn, K., 249 Worked-example effect, 212
Van Merriënboer, J. J. G., 56, 131, 155, 210, 212, Working memory, Baddeley’s model of, 255
World-related sequencing, 132–133
214, 245 Worley, G. G., 402
van Oostendorp, H., 243 Wouters, P., 243
van Silfhout, G., 207
Van Tiem, D.M., 274
Vashaw, L., 288

480 Index Z
Zang, X., 299
Y Zenger, J., 408
Yanchar, S., 241 Zimmerman, B. J., 58
Yanchar, S. G., 368, 381 Zumbach, J., 173
Yang, Y.-G., 245 Zvacek, S., 257
Yates, K., 243
Yi, M. Y., 156

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