Table of Contents

UNIT 1: FRAMEWORKS FOR UNDERSTANDING INSTRUCTIONAL THEORY

1. Understanding Instructional Theory, Charles M. Reigeluth & Alison Carr-Chellman

2. Understanding Instruction, Charles M. Reigeluth & John B. Keller

3. First Principles of Instruction, M. David Merrill

4. Situational Principles of Instruction, Charles M. Reigeluth & Alison Carr-Chellman

UNIT 2: THEORIES FOR DIFFERENT APPROACHES TO INSTRUCTION

5. Direct Approach to Instruction, William G. Huitt, David M. Monetti, & John H. Hummel

6. Discussion Approach to Instruction, Joyce Taylor Gibson

7. Experiential Approach to Instruction, Lee Lindsey & Nancy Berger

8. Problem-Based Approach to Instruction, John R. Savery

9. Simulation Approach to Instruction, Andrew S. Gibbons, Mark McConkie, Kay Kyeongju Seo, & David Wiley

UNIT 3: Theories for Different Outcomes of Instruction

10. Fostering Skill Development Outcomes, Alexander Romiszowski

11. Fostering Understanding Outcomes, Martha Stone Wiske & Brian J. Beatty

12. Fostering Affective Development Outcomes: Emotional Intelligence, Barbara Bichelmeyer, James Marken, Tamara Harris, Melanie Misanchuk, & Emily Hixon

13. Fostering Integrated Learning Outcomes across Domains, Brian J. Beatty

UNIT 4: TOOLS FOR BUILDING A COMMON KNOWLEDGE BASE

14. The Architecture of Instructional Theory, Andrew S. Gibbons & P. Clint Rogers

15. Domain Theory for Instruction: Mapping Attainments to Enable Learner-Centered Education, C. Victor Bunderson, David A. Wiley, & Reo McBride

16. Learning Objects and Instructional Theory, David A. Wiley

17. Theory Building, Charles M. Reigeluth & Yun-Jo An

18. Instructional Theory for Education in the Information Age, Charles M. Reigeluth

Author Index

Subject Index

About the Author

Charles M. Reigeluth is a Professor in the Instructional Systems Technology department at Indiana University. Alison A. Carr-Chellman is a Professor of Education (Instructional Systems) in the Learning and Performance Systems department at The Pennsylvania State University.

Reviews

"A major strength of these volumes lies in the organization and presentation of the ideas they contain...A source book, these volumes could continue to provide novice and experienced teachers valuable, theoretical supports as they design instruction to address specific student-defined instructional needs."--Education Review, September 2009 "!one of the most thought-provoking academic works on the leading instructional-design paradigm in educational technology (ET) and beyond!This book is well structured and almost seamless."--British Journal of Educational Technology, 2009 "Reigeluth...brings together an impressive collection of theorists and practitioners...to update earlier perspectives on the design of instruction by sharing the results of their research and theory building."--Educational Technology & Society, 13 (2), 219-221, 2010