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Instructional strategies and learnin...

Hudson, Luvon M.

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Instructional strategies and learning theories that authenticate learning for business-related professional practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional strategies and learning theories that authenticate learning for business-related professional practice./
Author:	Hudson, Luvon M.
Description:	163 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3687295
ISBN:	9781321648133

Instructional strategies and learning theories that authenticate learning for business-related professional practice.
Hudson, Luvon M.

Instructional strategies and learning theories that authenticate learning for business-related professional practice. - 163 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

While previous research has examined the most widely used instructional strategies, models, and learning theories that support instructional design practices, more research is needed to address how instructional designers incorporate authentic learning strategies and theories to help bridge the preparedness gap for business graduates entering the workforce. This qualitative research study utilized a Delphi method to achieve a consensus between 10 instructional designers in higher-learning sectors to indicate how authentic instructional strategies and learning theories are implemented when designing business-related content. The findings of the research study concluded that instructional designers use a variety of methods to enhance authentic knowledge that graduates can transfer into professional practice. The strategies included 1) presenting authentic strategies involving real-world elements, scenario-based or case-based activities; 2) providing authentic assessments; 3) aligning objectives to professional practice; 4) conducting cognitive analyses to scaffold content; 5) enabling social learning activities; and 6) integrating constructivist, cognitivist, and problem-based theoretical frameworks. The consensus achieved by the research study participants determined that the most conducive strategies to prepare graduates for professional practice stemmed from elements found within constructivism and strategies that place learners in situational settings reflecting real-world professional environments.

ISBN: 9781321648133Subjects--Topical Terms:

3172279
Instructional design.

Instructional strategies and learning theories that authenticate learning for business-related professional practice.
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500 $a Adviser: Diane Johnson.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a While previous research has examined the most widely used instructional strategies, models, and learning theories that support instructional design practices, more research is needed to address how instructional designers incorporate authentic learning strategies and theories to help bridge the preparedness gap for business graduates entering the workforce. This qualitative research study utilized a Delphi method to achieve a consensus between 10 instructional designers in higher-learning sectors to indicate how authentic instructional strategies and learning theories are implemented when designing business-related content. The findings of the research study concluded that instructional designers use a variety of methods to enhance authentic knowledge that graduates can transfer into professional practice. The strategies included 1) presenting authentic strategies involving real-world elements, scenario-based or case-based activities; 2) providing authentic assessments; 3) aligning objectives to professional practice; 4) conducting cognitive analyses to scaffold content; 5) enabling social learning activities; and 6) integrating constructivist, cognitivist, and problem-based theoretical frameworks. The consensus achieved by the research study participants determined that the most conducive strategies to prepare graduates for professional practice stemmed from elements found within constructivism and strategies that place learners in situational settings reflecting real-world professional environments.
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