Four-component instructional design (4C/ID) model: a meta-analysis on use and effect

被引:22
|
作者
Costa, Joana Martinho [1 ]
Miranda, Guilhermina Lobato [2 ]
Melo, Mario [3 ]
机构
[1] ISTAR, Inst Univ Lisboa ISCTE IUL, Lisbon, Portugal
[2] Univ Lisbon, Inst Educ, Lisbon, Portugal
[3] Univ Lisbon, Inst Educ, UIDEF, Lisbon, Portugal
关键词
4C; ID model; Complex skills; Instructional design; Meta-analysis; Performance; INFORMATION PRESENTATION; ACQUISITION; STRATEGIES; SUPPORT; SKILLS; ART;
D O I
10.1007/s10984-021-09373-y
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The four-component instructional design model (4C/ID) has been increasingly used in face-to-face and online learning environments. We present a meta-analysis on the use and effect on performance of educational programs developed with the 4C/ID model after more than 20 years of its application and research in different academic areas and technical training. We performed the meta-analysis through the combination of effect sizes from studies using Cohen's d. The combination of the studies suggests that the use of educational programs developed with 4C/ID has a high impact on performance (d = 0.79 standard deviations), regardless of the academic area, the design of the study and the outcome (knowledge and complex skills). The grade under study was a significant moderator on the effect, showing that the higher-education level is more suitable for application of the 4C/ID model. Our results suggest that the use of the 4C/ID model should be prioritized as an instructional model in college and university learning environments.
引用
收藏
页码:445 / 463
页数:19
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