Sentence examples for model of instructional from inspiring English sources

This means that the teacher is required to know the model of instructional design, which is suitable for e learning for VHS and what are the indicators that are needed in implementing instructional design for e learning.

This article details the application of the ADDIE (analysis, design, development, implementation, evaluation) model of instructional design to the use of simulation in nursing education in an effort to facilitate improved clinical performance in new graduate nurses.

In 1996 John was involved in the development of the Fuqua School's Place & Space model of instructional delivery, leading to Duke's Global and Cross Continent Executive MBA Programs.

A prominent model of instructional quality is the "theoretical model of basic (deep structure) dimensions of instructional quality", described in the work of Klieme et al. (2006).

The present study overcomes these shortcomings by referring to prominent theoretical models (such as the model of instructional quality, Klieme et al. 2006) and applying complex linear growth curve models.

"Building on both process product and constructivist research paradigms, taking into account cognitive as well as motivational theories, our model of instructional quality identifies three basic ('deep structure') quality dimensions and links them to students' learning outcomes" (Klieme et al. 2009, pp. 139 141).

Emerging technology-based programs can potentially address this shortfall, but the field lacks clear models of instructional materials capable of doing so.

We demonstrate example applications of this technique including: 3D figures exhibiting subtle structure in redshift catalogues, colour-magnitude diagrams and halo merger trees; 3D isosurface and volume renderings of cosmological simulations; and 3D models of instructional diagrams and instrument designs.

Instead, we must advocate for more research in STEM education that focuses on the outcomes of improved instructional feedback, leading to the development and implementation of successful models of instructional feedback.

The study was driven by questions about the differences in mental models of the instructional designers and the learners, the time learners spent working through the program and the observable changes in their mental models.

We urge instructors interested in moving away from conventional lecture-based teaching to consider the wide range of instructional models available and to select the model which bests suits the course content, student needs, and available resources to optimally facilitate learning.