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

Bert Hoogveld; Fred Paas; Wim Jochems

doi:10.1016/S0742-051X(03)00055-6

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 journal › Article › Academic › peer-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 language	English
Pages (from-to)	581-590
Number of pages	10
Journal	Teaching and Teacher Education
Volume	19
Issue number	6
DOIs	https://doi.org/10.1016/S0742-051X(03)00055-6
Publication status	Published - Aug 2003

Keywords

collaborative design
instructional systems design approach
competency-based learning

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10.1016/S0742-051X(03)00055-6

TATE#1703resubmittedJAN03Accepted author manuscript, 162 KB

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

abstract = "The differential effects of teachers{\textquoteright} 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.",

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