The role of context in learning and instructional design

  • Martin Tessmer
  • Rita C. Richey


Context is a pervasive and potent force in any learning event. Yet instructional design models contain little guidance about how to accommodate contextual elements to improve learning and transfer. This paper defines context, outlines its levels and types, specifies some pertinent contextual factors within these types, suggests methods for conducting a contextual analysis and utilizing its results for instructional design, and outlines future issues for context-based instructional design. The incorporation of a contextual approach to instruction will make our design models systemic as well as systematic.


Contextual Factor Educational Technology Design Model Instructional Design Future Issue 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Association for Educational Communications and Technology 1997

Authors and Affiliations

  • Martin Tessmer
    • 1
  • Rita C. Richey
    • 2
  1. 1.the University of South Alabama in MobileUSA
  2. 2.Wayne State UniversityDetroit

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