Instructional design for integrated e-learning

Jeroen Van Merriënboer; Theo Bastiaens; Bert Hoogveld

Instructional design for integrated e-learning

Jeroen Van Merriënboer, Theo Bastiaens, Bert Hoogveld

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

Abstract

Realistic rich learning tasks are the driving force for learning. The 4C-ID model offers an instructional design approach that integrates knowledge, skills and attitudes in authentic whole tasks, sequenced in classes from simple to complex tasklevel. The task is well supported by approach-information and taskspecific information is provided just-in-time. Routines are trained part-task. Two illustrative examples are presented.

Original language	English
Title of host publication	Integrated e-learning: implications for pedagogy, technology and organization
Editors	Wim Jochems, Jeroen Merriënboer, van, Rob Koper
Place of Publication	London
Publisher	Routledge, Taylor & Francis Group
Chapter	1
Pages	13-23
ISBN (Print)	0-415-33502-5
Publication status	Published - 2004

Keywords

instructional design
4C-ID model
learning tasks
supportive information
just-in-time information
part-task practice

Cite this

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title = "Instructional design for integrated e-learning",

abstract = "Realistic rich learning tasks are the driving force for learning. The 4C-ID model offers an instructional design approach that integrates knowledge, skills and attitudes in authentic whole tasks, sequenced in classes from simple to complex tasklevel. The task is well supported by approach-information and taskspecific information is provided just-in-time. Routines are trained part-task. Two illustrative examples are presented.",

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Instructional design for integrated e-learning. / Van Merriënboer, Jeroen; Bastiaens, Theo; Hoogveld, Bert.
Integrated e-learning: implications for pedagogy, technology and organization. ed. / Wim Jochems; Jeroen Merriënboer, van; Rob Koper. London: Routledge, Taylor & Francis Group, 2004. p. 13-23.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

TY - CHAP

T1 - Instructional design for integrated e-learning

AU - Van Merriënboer, Jeroen

AU - Bastiaens, Theo

AU - Hoogveld, Bert

PY - 2004

Y1 - 2004

N2 - Realistic rich learning tasks are the driving force for learning. The 4C-ID model offers an instructional design approach that integrates knowledge, skills and attitudes in authentic whole tasks, sequenced in classes from simple to complex tasklevel. The task is well supported by approach-information and taskspecific information is provided just-in-time. Routines are trained part-task. Two illustrative examples are presented.

AB - Realistic rich learning tasks are the driving force for learning. The 4C-ID model offers an instructional design approach that integrates knowledge, skills and attitudes in authentic whole tasks, sequenced in classes from simple to complex tasklevel. The task is well supported by approach-information and taskspecific information is provided just-in-time. Routines are trained part-task. Two illustrative examples are presented.

KW - instructional design

KW - 4C-ID model

KW - learning tasks

KW - supportive information

KW - just-in-time information

KW - part-task practice

M3 - Chapter

SN - 0-415-33502-5

SP - 13

EP - 23

BT - Integrated e-learning: implications for pedagogy, technology and organization

A2 - Jochems, Wim

A2 - Merriënboer, van, Jeroen

A2 - Koper, Rob

PB - Routledge, Taylor & Francis Group

CY - London

ER -

Instructional design for integrated e-learning

Abstract

Keywords

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