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The effects of concept mapping as advance organizers in instructional designs for distance learning programs
DISSERTATION

, Wayne State University, United States

Wayne State University . Awarded

Abstract

This study examined the effects of concept mapping as advance organizers in instructional design for distance learning programs, especially when compared with the traditionally text-based instructions used by many educational institutions today. An experimental design with online instructions and testing that involved both an experimental group and a comparison group was used to collect data from 40 undergraduate students from the School of Business Administration at the Wayne State University, Detroit, Michigan. The Profile Data Survey and the Motivation Survey were used to collect data for qualitative analysis.

Findings indicated that participants who received the online instructions embedded with concept maps demonstrated at least the same level of learning achievements, if not better, when compared with those who received the traditionally text-based online instructions. Furthermore, findings also confirmed that participants' age, gender, educational levels, work experiences, computer literacy, and motivation for research did not have impact on their learning achievements.

Although concept maps were not yet widely accepted and used in the instructional design for distance learning programs by most educational institutions at the time this study was conducted, it was encouraging to see that many research was conducted to verify if concept maps as advance organizers did improve learning outcomes among distant learners, especially when taking advantage of today's Internet technology.

As a result of this study, it was recommended that instructional design embedded with concept maps as advance organizers could be used as an alternative to the traditionally text-based instructions for distance learning programs. Instructional design of this type can potentially address the issues of learner characteristics and their associated learning styles. The new approach in instructional design for distance programs can also open up myriad opportunities for new instructional models that will meet the demands of distance education in the 21st century.

Citation

Jia, J. The effects of concept mapping as advance organizers in instructional designs for distance learning programs. Ph.D. thesis, Wayne State University. Retrieved May 27, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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