A Schema-Based Instructional Design Model for Self-Paced Learning Environments
Bibliographic Data
| ID | 22046239 |
|---|---|
| Authors | Eulho Jung (0000-0001-7102-4243, Uniformed Services University of the Health Sciences), Rachel Lim (0000-0001-7711-3095, Johns Hopkins University), Dongho Kim (0000-0003-3349-103X, Sungkyunkwan University, corresponding author) |
| Year | 2022 |
| Volume | 12 |
| Issue | 4 |
| Pages | 271 |
| Publication date | 2022-04-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12040271 |
| OpenAlex | W4223426063 |
| Language | EN |
| Citations received | 3 |
| References cited | 82 |
Although research on schema has been widely investigated for the past decades, little research has addressed the development of a systematic instructional design theory using schema principles and processes. This study proposes a systematic schema-based instructional design model, including general and schema analysis, schema-based design, and development processes and techniques for evaluating a learner’s acquired schema. By synthesizing empirical studies, this study comprehensively reviews literature on schema and foundational principles for learning. The goal of the study is to enrich the knowledge base of schema-based instructional design for different learning environments. Thus, the study is concluded by a discussion on how to utilize a schema-based instructional design for self-paced learning environments with additional implications and further recommendations
Conceptual schema · Database design · Database schema · Gender schema theory · Information retrieval · Instructional design · Multimedia · Schema evolution · Schema migration · Semi-structured model · Computer Science · Educational Technology and Assessment · Online and Blended Learning · Open Education and E-Learning · Psychology · Social Psychology
Granularity matters
Controlled and automatic human information processing
Cognitive Architecture and Instructional Design
Cognitive load theory, learning difficulty, and instructional design
Cognitive Dissonance
The use of advance organizers in the learning and retention of meaningful verbal material.
Cognitive load theory and educational technology
Cognitive Load Theory and the Format of Instruction
Effects of the Physical Environment on Cognitive Load and Learning
Pattern recognition and categorization
Controlled and automatic human information processing
Design-based research and technology-enhanced learning environments
Exploring the factors affecting Mooc retention
Cognitive load theory, educational research, and instructional design
Cognitive Architecture and Instructional Design
The effect of narrative-based E-learning systems on novice users’ cognitive load while learning software applications
Tracking Students’ Cognitive Processes During Program Debugging—An Eye-Movement Approach
Cognition, Metacognition, and Epistemic Cognition
Learner readiness for online learning
Effects on Reading Comprehension of Language Complexity and Cultural Background of a Text
Effects of Previewing Difficult Short Stories on Low Ability Junior High School Students' Comprehension, Recall, and Attitudes
A Cross-Cultural Perspective on Reading Comprehension
An Overview of Methods to Elicit and Model Expert Clinical Judgment and Decision Making
The Development of Expertise
Expanding Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems
The Split-attention Effect as a Factor in the Design of Instruction
The Effects of Induced Schemata on the "Short Circuit" in L2 Reading
Retention in Online Courses
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |