Instructional design for integrated e-learning

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-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 languageEnglish
    Title of host publicationIntegrated e-learning: implications for pedagogy, technology and organization
    EditorsWim Jochems, Jeroen Merriënboer, van, Rob Koper
    Place of PublicationLondon
    PublisherRoutledge, Taylor & Francis Group
    Chapter1
    Pages13-23
    ISBN (Print)0-415-33502-5
    Publication statusPublished - 2004

    Keywords

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

    Cite this

    Van Merriënboer, J., Bastiaens, T., & Hoogveld, B. (2004). Instructional design for integrated e-learning. In W. Jochems, J. Merriënboer, van, & R. Koper (Eds.), Integrated e-learning: implications for pedagogy, technology and organization (pp. 13-23). London: Routledge, Taylor & Francis Group.
    Van Merriënboer, Jeroen ; Bastiaens, Theo ; Hoogveld, Bert. / Instructional design for integrated e-learning. Integrated e-learning: implications for pedagogy, technology and organization. editor / Wim Jochems ; Jeroen Merriënboer, van ; Rob Koper. London : Routledge, Taylor & Francis Group, 2004. pp. 13-23
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    keywords = "instructional design, 4C-ID model, learning tasks, supportive information, just-in-time information, part-task practice",
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    editor = "Wim Jochems and {Merri{\"e}nboer, van}, Jeroen and Rob Koper",
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    Van Merriënboer, J, Bastiaens, T & Hoogveld, B 2004, Instructional design for integrated e-learning. in W Jochems, J Merriënboer, van & R Koper (eds), Integrated e-learning: implications for pedagogy, technology and organization. Routledge, Taylor & Francis Group, London, pp. 13-23.

    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 proceedingChapterAcademicpeer-review

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    AU - Van Merriënboer, Jeroen

    AU - Bastiaens, Theo

    AU - Hoogveld, Bert

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    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

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    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 -

    Van Merriënboer J, Bastiaens T, Hoogveld B. Instructional design for integrated e-learning. In Jochems W, Merriënboer, van J, Koper R, editors, Integrated e-learning: implications for pedagogy, technology and organization. London: Routledge, Taylor & Francis Group. 2004. p. 13-23