東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Expertise development through accele...

Jung, Eulho.

Linked to FindBook

Google Book

Amazon

博客來

Expertise development through accelerated learning: A multiple-case study on instructional principles.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Expertise development through accelerated learning: A multiple-case study on instructional principles./
Author:	Jung, Eulho.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
Contained By:	Dissertation Abstracts International77-08A(E).
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10075027
ISBN:	9781339579054

Expertise development through accelerated learning: A multiple-case study on instructional principles.
Jung, Eulho.

Expertise development through accelerated learning: A multiple-case study on instructional principles. - 130 p.

Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.

Thesis (Ph.D.)--Indiana University, 2016.

The studies pertaining to expertise development are diverse and broad (Bjork, 1994; Einstein & McDaniel, 2005; Schneider, Healy, & Bourne, 2002), yet empirical research that bridges expertise development and instructional design theories is still in its early formative stages (Ertmer et al., 2008; Fadde, 2009). This dissertation is intended to identify the instructional principles that are effective in accelerating the performance of Journeymen, considering the significant impact of the Journeyman stage and the need for hastening performance in that stage. To address the learning principles for competent learners, I have conducted a multiple-case study involving eight cases in the fields of law, management consulting, diving and music. Employing within-case, cross-case, and domain-cross analyses, I have come to understand that learning is largely context-specific whereas several principles are operated in common. First and foremost, all Journeymen go through the four-phase learning cycle---(1) development plan, (2) action, (3) reflection-on-action, and (4) remedies. Detailed instructional guidelines were developed in association with the four components for each case. Discussions, implications, and limitations of the study are also addressed.

ISBN: 9781339579054Subjects--Topical Terms:

3172279
Instructional design.

Expertise development through accelerated learning: A multiple-case study on instructional principles.
LDR:02185nmm a2200289 4500 001 2078536
005 20161129073703.5
008 170521s2016 ||||||||||||||||| ||eng d
020 $a 9781339579054
035 $a (MiAaPQ)AAI10075027
035 $a AAI10075027
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jung, Eulho. $3 3194128
245 1 0 $a Expertise development through accelerated learning: A multiple-case study on instructional principles.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-08(E), Section: A.
500 $a Adviser: Charles M. Reigeluth.
502 $a Thesis (Ph.D.)--Indiana University, 2016.
520 $a The studies pertaining to expertise development are diverse and broad (Bjork, 1994; Einstein & McDaniel, 2005; Schneider, Healy, & Bourne, 2002), yet empirical research that bridges expertise development and instructional design theories is still in its early formative stages (Ertmer et al., 2008; Fadde, 2009). This dissertation is intended to identify the instructional principles that are effective in accelerating the performance of Journeymen, considering the significant impact of the Journeyman stage and the need for hastening performance in that stage. To address the learning principles for competent learners, I have conducted a multiple-case study involving eight cases in the fields of law, management consulting, diving and music. Employing within-case, cross-case, and domain-cross analyses, I have come to understand that learning is largely context-specific whereas several principles are operated in common. First and foremost, all Journeymen go through the four-phase learning cycle---(1) development plan, (2) action, (3) reflection-on-action, and (4) remedies. Detailed instructional guidelines were developed in association with the four components for each case. Discussions, implications, and limitations of the study are also addressed.
590 $a School code: 0093.
650 4 $a Instructional design. $3 3172279
650 4 $a Adult education. $3 543202
650 4 $a Educational psychology. $3 517650
690 $a 0447
690 $a 0516
690 $a 0525
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 77-08A(E).
790 $a 0093
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10075027