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[ subject:"Education, Adult and Continuing." ]
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The impact of gender differences and...
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Wayne State University.
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The impact of gender differences and levels of expertise in instructional design.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
The impact of gender differences and levels of expertise in instructional design./
作者:
Chase, Charlotte Anne.
面頁冊數:
227 p.
附註:
Adviser: Rita C. Richey.
Contained By:
Dissertation Abstracts International63-11A.
標題:
Education, Adult and Continuing. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3071765
ISBN:
9780493913896
The impact of gender differences and levels of expertise in instructional design.
Chase, Charlotte Anne.
The impact of gender differences and levels of expertise in instructional design.
- 227 p.
Adviser: Rita C. Richey.
Thesis (Ph.D.)--Wayne State University, 2002.
This study reported the findings of the impact of gender, levels of expertise, and interactions on the instructional design practices of eight similarly trained designers. Four males, two expert and two novice, and four females, two expert and two novice were included in the study. The designers were given a fictitious corporate training situation and asked to design instruction. The "think-aloud protocol" research method was used to record their approaches to the task. The use of the IBSTPI competencies for instructional designers was used as a coding scheme to deconstruct the session transcripts.
ISBN: 9780493913896Subjects--Topical Terms:
626632
Education, Adult and Continuing.
The impact of gender differences and levels of expertise in instructional design.
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Thesis (Ph.D.)--Wayne State University, 2002.
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This study reported the findings of the impact of gender, levels of expertise, and interactions on the instructional design practices of eight similarly trained designers. Four males, two expert and two novice, and four females, two expert and two novice were included in the study. The designers were given a fictitious corporate training situation and asked to design instruction. The "think-aloud protocol" research method was used to record their approaches to the task. The use of the IBSTPI competencies for instructional designers was used as a coding scheme to deconstruct the session transcripts.
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There were discernible differences in how each gender addressed the problem. Females adopted a task specification approach by listing content areas and linking instructional strategies to them. Males discussed the problem in general terms; their session results were not as well-defined and consisted of plans about how to design. Females talked more freely during the research sessions and males required prompting to continue to talk aloud.
520
$a
Differences between experts and novices were also noted. Experts expanded their view of the problem to include organizational context, communication issues, and project management. Novices remained focused on the task of designing instruction and used fewer techniques to determine the problem scope. Gender and levels of expertise interactions revealed differences in nine of the 22 demonstrated competencies.
520
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This study also addressed the use of four designer paradigms. Overall, these designers performed the usual design functions of assessment, design, development, implementation and evaluation within individual patterns of work. To some extent, paradigm use was evident, but neither gender nor expertise effects could be closely aligned with a particular paradigm.
520
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Recommendations for further research include more attention on designer characteristics in general and additional exploration of effects on instructional outcomes. The use of case study methods and in-depth problem-solving methods may also be useful to prepare designers for work assignments.
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http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3071765
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