Formative Research on Sequencing Instruction with the Elaboration Theory

The elaboration theory of instruction offers guidelines for several patterns of simple-to-complex sequencing which were developed primarily from cognitive theory, especially schema theory. However, there has been relatively little empirical research on the theory. This study helps fill this void by...

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Bibliographic Details
Published in:Educational technology research and development 1996-01, Vol.44 (1), p.23-42
Main Authors: English, Robert E., Reigeluth, Charles M.
Format: Article
Language:English
Subjects:
Attitude surveys
Data collection
Education and psychology
Educational sciences
Educational Theories
Elaboration Theory
Electric potential
Electrical phases
Higher Education
Instructional Improvement
Learner controlled instruction
Learning Strategies
Posttests
Pretests
Psychology and learning
Qualitative data
Research methods
Researchs
Sequencing
Sequential Approach
Sequential Learning
Teaching Methods
Undergraduate Students
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Summary:The elaboration theory of instruction offers guidelines for several patterns of simple-to-complex sequencing which were developed primarily from cognitive theory, especially schema theory. However, there has been relatively little empirical research on the theory. This study helps fill this void by conducting formative research to identify weaknesses in the theory and possible ways of overcoming those weaknesses. Four chapters in a text on electrical circuit analysis were revised according to the theory. The first phase of the study used interactive data collection for immediate, detailed reactions and suggestions on the sequence. Phase 2 utilized non-interactive data collection to assess the external validity of the results. Qualitative data analysis provided insights into ways to improve the theory. None of the results indicated that elements should be deleted. Weaknesses indicated new methods that should be added to the theory and existing methods that should be modified and/or enhanced.
ISSN:1042-1629
1556-6501
DOI:10.1007/BF02300324