Application of an instructional systems design approach by teachers in higher education: individual versus team design

Bert Hoogveld*, Fred Paas, Wim Jochems

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    The differential effects of teachers’ individual and collaborative performance on the application of an Instructional Systems Design (ISD) approach were investigated. Forty-two higher education teachers were trained in an ISD approach and subsequently had to apply the approach both individually and as a member of a design team. The main hypothesis that the resulting collaborative designs would be better than individual designs was confirmed for low individual achievers but not for high individual achievers. In addition, a negative relationship between attitude towards the ISD approach and the attitude towards collaborative design was found. The implications of these results for a new role of the teacher as a designer are discussed.

    Original languageEnglish
    Pages (from-to)581-590
    Number of pages10
    JournalTeaching and Teacher Education
    Volume19
    Issue number6
    DOIs
    Publication statusPublished - Aug 2003

    Keywords

    • collaborative design
    • instructional systems design approach
    • competency-based learning

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