Skip to main content
SpringerLink
Log in

Applying Merrill’s First Principles of Instruction to Redesign an Online Graduate Course through the Rapid Prototyping Approach

  • Original Paper
  • Published:
TechTrends Aims and scope Submit manuscript

Abstract

Merrill’s first principles of instruction (FPI) are considered as fundamental principles for improving instructional effectiveness regardless of context, approach, or audience. However, very little research explores in detail the process of implementing FPI in course design. In this case study, we provide specific descriptions of how we applied Merrill’s FPI in an online course redesign project. Using the rapid prototyping approach, we analyzed the needs of the redesign project, developed the project objectives and plans, and conducted a parallel processes of design, development, and implementation of the new course features. Thirteen redesign tasks were identified, prioritized, and completed to enhance the application of FPI. Students indicated in the course evaluation forms that the redesigned course presented the connections between theories and practice more effectively. We discus this study’s implications for the application of FPI and the rapid prototyping model and make suggestions for future research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • AECT (2012). AECT Standards, 2012 version. Retrieved August 25, 2021, from https://www.aect.org/docs/AECTstandards2012.pdf

  • Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R., & Weber, N. (2019). EDUCAUSE horizon report: 2019 higher education edition. EDUCAUSE.

  • Brown, A., & Green, T. G. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.

    Google Scholar 

  • Cai, Q., & Robinson, D. (2021). Design, redesign and continuous refinement of an online graduate course: A case study for implementing universal design for learning. Journal of Formative Design in Learning, 5(1), 16–26. https://doi.org/10.1007/s41686-020-00053-3

    Article  Google Scholar 

  • CAST (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org/binaries/content/assets/udlguidelines/udlg-v2-2/udlg_graphicorganizer_v2-2_numbers-yes.pdf. Accessed 23 Apr 2021.

  • Cheung, W. S., & Hew, K. F. (2015). Applying “first principles of instruction” in a blended learning course. In K. C. Li, T. L. Wong, S. K. Cheung, J. Lam, & K. K. Ng (Eds.), Technology in education: Transforming educational practices with technology (pp. 127–135). Springer. https://doi.org/10.1007/978-3-662-46158-7

    Chapter  Google Scholar 

  • Crawley, A. (2012). Supporting online students: A guide to planning, implementing and evaluating services. John Wiley & Sons.

    Google Scholar 

  • Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.

    Google Scholar 

  • Desrosier, J. (2011). Rapid prototyping reconsidered. The Journal of Continuing Higher Education, 59, 135–135. https://doi.org/10.1080/07377363.2011.614881

    Article  Google Scholar 

  • Dick, W., Carey, L., & Carey, J. O. (2014). Systematic design of instruction (8th ed.). Pearson.

    Google Scholar 

  • Frick, T. W., Chadha, R., Watson, C., Wang, Y., & Green, P. (2009). College student perceptions of teaching and learning quality. Educational Technology Research and Development, 57, 705–720. https://doi.org/10.1007/s11423-007-9079-9

    Article  Google Scholar 

  • Frick, T. W., Chadha, R., Watson, C., & Zlatkovska, E. (2010). Improving course evaluations to improve instruction and complex learning in higher education. Educational Technology Research and Development, 58(2), 115–136. https://doi.org/10.1007/s11423-009-9131-z

    Article  Google Scholar 

  • Gardner, J. L. (2011). Testing the efficacy of Merrill’s first principles of instruction in improving student performance in introductory biology courses. (Utah State University). ProQuest dissertations and theses, Retrieved from http://search.proquest.com/docview/862644295?accountid=4840. Accessed 23 Mar 2021

  • Gardner, J., & Jeon, T. (2009). Creating task-centered instruction for web-based instruction: Obstacles and solutions. Journal of Educational Technology Systems, 38(1), 21–34.

    Article  Google Scholar 

  • Gardner, J., Barclay, M., Kong, Y., & LeVally, C. (2020). Designing an accelerated graduate evaluation course using the first principles of instruction and interactive media. Journal of Educational Technology Systems, 48(4), 493–517. https://doi.org/10.1177/0047239519893049

    Article  Google Scholar 

  • Gibbons, A. S. (2003). What and how do designers design? TechTrends, 47(5), 22–25.

    Article  Google Scholar 

  • Hall, J. A., Lei, J., & Wang, Q. (2020). The first principles of instruction: An examination of their impact on preservice teachers’ TPACK. Educational Technology Research and Development, 68, 3115–3142. https://doi.org/10.1007/s11423-020-09866-2

    Article  Google Scholar 

  • Hoffman, E. S. (2014). Beyond the flipped classroom: Redesigning a research methods course for e3 instruction. Contemporary Issues in Education Research, 7(1), 51–62.

    Google Scholar 

  • Jalilehvand, M. (2016). Study the impact of Merrill’s first principles of instruction on students’ creativity. Mediterranean Journal of Social Sciences, 7(2), 313–317.

    Google Scholar 

  • Klein, J. D., & Mendenhall, A. (2018). Applying the first principles of instruction in a short-term, high volume, rapid production of online professional development modules. Journal of Computing in Higher Education, 30, 93–110. https://doi.org/10.1007/s12528-017-9166-9

    Article  Google Scholar 

  • Lee, S., & Koszalka, T. A. (2016). Course-level implementation of first principles, goal orientations, and cognitive engagement: A multilevel mediation model. Asia Pacific Education Review, 17(2), 365–375.

    Article  Google Scholar 

  • Lo, C. K., & Hew, K. F. (2017). Using “first principles of instruction” to design secondary school mathematics flipped classroom: The findings of two exploratory studies. Journal of Educational Technology & Society, 20(1), 222–236.

    Google Scholar 

  • Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “first principles of instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers & Education, 118, 150–165.

    Article  Google Scholar 

  • Merrill, D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.

    Article  Google Scholar 

  • Merrill, D. (2020). First principles of instruction (revised edition). Association for Educational Communications & Technology.

    Google Scholar 

  • Nelson, K. R. (2015). Application of Merrill’s first principles of instruction in a museum education context. Journal of Museum Education, 40(3), 304–312.

    Article  Google Scholar 

  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.

    Google Scholar 

  • Quality Matters Program. (2018). Standards from the quality matters higher education rubric, 6th Edition. Retrieved April 5, 2021, https://www.qualitymatters.org/sites/default/files/PDFs/StandardsfromtheQMHigherEducationRubric.pdf

  • Rauchfuss, G. H. (2010). How principled are designers? A study of instructional designers use of first principles [Capella University]. ProQuest Dissertations and Theses.

  • Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional design theories and models: Building a common knowledge base (Vol. 3). Routlege, Taylor and Francis.

    Google Scholar 

  • Sugar, W. A., Hoard, B., Brown, A., & Daniels, L. (2012). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job posting. Journal of Educational Technology Systems, 40(3), 227–249. https://doi.org/10.2190/ET.40.3.b

    Article  Google Scholar 

  • Tiruneh, D. T., Weldeslassie, A. G., Kassa, A., Tefera, Z., De Cock, M., & Elen, J. (2016). Systematic design of a learning environment for domain-specific and domain-general critical thinking skills. Educational Technology Research and Development, 64(3), 481–505.

    Article  Google Scholar 

  • Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31–44.

    Article  Google Scholar 

  • Tu, W., & Snyder, M. M. (2017). Developing conceptual understanding in a statistics course: Merrill’s first principles and real data at work. Educational Technology Research and Development, 65(3), 579–595.

    Article  Google Scholar 

  • Wedman, J., & Tessmer, M. (1993). Instructional designers’ decisions and priorities: A survey of design practice. Performance Improvement Quarterly, 6(2), 43–57.

    Article  Google Scholar 

  • Wiethe-Körprich, M., & Bley, S. (2017). Prospective educators as consumers of empirical research: An authentic assessment approach to make their competencies visible. Empirical Research in Vocational Education and Training, 9(8). https://doi.org/10.1186/s40461-017-0052-5

Download references

Author information

Authors and Affiliations

  1. Department of Educational Technology and Literacy, Towson University, 8000 York Road, Towson, MD, 21252, USA

    Qijie Cai & Mahnaz Moallem

Authors
  1. Qijie Cai
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Mahnaz Moallem
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Qijie Cai.

Ethics declarations

Human Participants and Informed Consent

This study was conducted on already available data and the author received an IRB approval with Towson University.

Conflict of Interest

The authors have no conflicts of interest to declare that are relevant to the content of this article.

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cai, Q., Moallem, M. Applying Merrill’s First Principles of Instruction to Redesign an Online Graduate Course through the Rapid Prototyping Approach. TechTrends 66, 212–222 (2022). https://doi.org/10.1007/s11528-021-00658-w

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11528-021-00658-w

Keywords

Search

Navigation