Skip to main content
SpringerLink
Log in

Research-Based Instructional Perspectives

  • Chapter
  • First Online:
Handbook of Research on Educational Communications and Technology

Abstract

Instructional technology research is broad both in terms of topics and explorations of basic and applied research. In this chapter, we examine various types of stimulus materials that instructional technology researchers have used to study different phenomena. Specifically, we discuss and illustrate how the choice of stimulus material (e.g., actual lesson content, pictures, prose, etc.) directly influences the internal validity (rigor) and external validity (generalizability) of the findings. While randomized experiments are considered the so-called gold standard (Slavin, Educational Researcher 37(1):5–14, 2008) of educational research, particularly for evaluating the effectiveness of instructional strategies, these studies may employ artificial or novel stimulus materials that can limit generalization of the results. Since one goal of instructional technology research is to provide evidence that allows the instructional designer to generate heuristics easily applicable (i.e., generalized) to new situations, studies with strong external validity should be highly desired. Similarly, there are also instances where initial studies need to be designed with high internal validity, sometimes at the sacrifice of external validity, to control for extraneous variables. Using selected studies as illustrative examples, this chapter examines how validity has been addressed in instructional technology research.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Acker, S., & Klein, E. (1986). Visualizing spatial tasks: A comparison of computer graphic and full-band video displays. Educational Technology Research and Development, 34(1), 21–30. doi:10.1007/bf02768359.

    Google Scholar 

  • Adams, S., Rosemier, R., & Sleeman, P. (1965). Readable letter size and visibility for overhead projection transparencies. Educational Technology Research and Development, 13(4), 412–417. doi:10.1007/BF02766846.

    Google Scholar 

  • Allessi, S. M., & Trollip, S. R. (1985). Multimedia for learning: Methods and development (3rd ed.). Needham, MA: Allyn & Bacon.

    Google Scholar 

  • Aslan, A., Watson, G. S., & Morrison, G. R. (2011). Determing the optimum font size for readability in PowerPoint presentations. Unpublished manuscript, Instructional Design & Technology Program, Old Dominion University. Norfolk, VA.

    Google Scholar 

  • *Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., et al. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79, 1243–1289. doi: 10.3102/0034654309333844

    Google Scholar 

  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., et al. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379–439.

    Article  Google Scholar 

  • Bork, A. (1987). Learning with personal computers. New York: Harper & Row.

    Google Scholar 

  • Clark, R. (1978). Media, mental imagery, and memory. Educational Technology Research and Development, 26(4), 355–363. doi:10.1007/bf02766371.

    Google Scholar 

  • *Clark, R. E. (1983). Reconsidering the research on media. Review of Educational Research, 53(4), 445–459.

    Google Scholar 

  • *Clark, R. E. (Ed.). (2001). Learning from instructional media: Arguments, analysis, and evidence. Greenwich, CT: Information Age Publishers, Inc.

    Google Scholar 

  • Craig, J., & Bevington, W. (2006). Designing with type: A basic course in typography (4th ed.). New York: Watson Guptill.

    Google Scholar 

  • Dair, C. (1967). Design with type. Toronto: University of Toronto Press.

    Google Scholar 

  • Grabinger, R. S. (1983). CRT text design: Psychological attributes underlying the evaluation of models of CRT text displays. Unpublished Doctoral Dissertation, Indiana University, Bloomington, IN.

    Google Scholar 

  • Hannafin, M., Phillips, T., Rieber, L., & Garhart, C. (1987). The effects of orienting activities and cognitive processing time on factual and inferential learning. Educational Technology Research and Development, 35(2), 75–84. doi:10.1007/bf02769433.

    Google Scholar 

  • Ho, H.-K. (1984). Two experiments on the effects of mnemonic strategies: Is it mode or cognitive function that influences learning? Educational Technology Research and Development, 32(2), 89–100. doi:10.1007/bf02766668.

    Google Scholar 

  • Hooper, S., & Hannafin, M. (1986). Variables affecting the legibility of computer generated text. Journal of Instructional Development, 9, 22–29.

    Article  Google Scholar 

  • *Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G., et al. (2005). Is educational intervention research on the decline? Journal of Educational Psychology, 97(4), 523–529.

    Google Scholar 

  • Januszewski, A., & Molenda, M. (2007). Educational technology: A definition with commentary. Retrieved from http://www.aect.org

  • Kopcha, T., & Sullivan, H. (2008). Learner preferences and prior knowledge in learner-controlled computer-based instruction. Educational Technology Research and Development, 56(3), 265–286. doi:10.1007/s11423-007-9058-1.

    Article  Google Scholar 

  • *Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179–211.

    Google Scholar 

  • *Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19. doi: 10.1007/BF02299087

  • *Levin, J. R. (2004). Random thoughts on the (in)credibility of educational-psychological intervention. Educational Psychologist, 39(3), 173–184.

    Google Scholar 

  • McManis, D. L. (1965). Position-cues in serial learning. The American Journal of Psychology, 78(4), 668–671.

    Article  Google Scholar 

  • *Morrison, G. R., Ross, S. M., Gopalakrishnan, M., & Casey, J. (1995). The effects of feedback and incentives on achievement in computer-based instruction. Contemporary Educational Psychology, 20(1), 32–50. doi: 10.1006/ceps.1995.1002

  • Morrison, G. R., Ross, S. M., Schultz, C. W., & O’Dell, J. K. (1989). Learner preferences for varying screen densities using realistic stimulus materials with single and multiple designs. Educational Technology Research and Development, 37, 53–60. doi:10.1007/BF02299056.

    Article  Google Scholar 

  • Noble, C. E. (1952). Analysis of meaning. Psychological Review, 59, 421–430.

    Article  Google Scholar 

  • Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, & Winston.

    Google Scholar 

  • Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., et al. (2009). Scaffolding group explanation and feedback with handheld technology: Impact on students’ mathematics learning. Educational Technology Research and Development, 58(4), 399–419. doi:10.1007/s11423-009-9142-9.

    Article  Google Scholar 

  • Ross, S., & Anand, P. (1987). A computer-based strategy for personalizing verbal problems in teaching mathematics. Educational Technology Research and Development, 35(3), 151–162. doi:10.1007/bf02793843.

    Google Scholar 

  • *Ross, S. M., & Morrison, G. R. (1989). In search of a happy medium in instructional technology research: Issues concerning external validity, media replications, and learner control. Educational Technology Research and Development, 37(1), 19–33. doi: 10.1007/BF02299043

    Google Scholar 

  • Ross, S. M., & Morrison, G. R. (1996). Experimental research methods. In D. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 1148–1170). New York: Simon & Schuster Macmillan.

    Google Scholar 

  • *Ross, S. M., & Morrison, G. R. (2004). Experimental research methods. In D. J. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 1021–1043). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Ross, S. M., Morrison, G. R., Hannafin, R. D., Young, M., van den Akker, J., Kuiper, W., et al. (2008). Research designs. In J. M. Spector, M. D. Merrill, J. V. Merriënboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 715–761). New York: Taylor Francis.

    Google Scholar 

  • Ross, S. M., Morrison, G. R., & Lowther, D. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1(1), 17–35.

    Google Scholar 

  • Ross, S. M., Morrison, G. R., & Odell, J. K. (1988). Obtaining more out of less text in CBI: Effects of varied text density levels as a function of learner characteristics and control strategy. Education Technology Research and Development, 36(3), 131–142. doi:10.1007/BF02765460.

    Google Scholar 

  • Ross, S. M., Morrison, G. R., & Schultz, C. W. (1995). Preferences for different CBI text screen designs based on the density level and realism of the lesson content viewed. Computers in Human Behavior, 10(4), 593–603. doi:10.1016/0747-5632(94)90049-3.

    Article  Google Scholar 

  • Slavin, R. (2008). What works? Issues in synthesizing education program evaluations. Educational Researcher, 37(1), 5–14. doi:10.3102/0013189X08314117.

    Article  Google Scholar 

  • Snowberg, R. (1973). Bases for the selection of background colors for transparencies. Educational Technology Research and Development, 21(2), 191–207. doi:10.1007/BF02768947.

    Google Scholar 

  • Song, H.-D., & Grabowski, B. (2006). Stimulating intrinsic motivation for problem solving using goal-oriented contexts and peer group composition. Educational Technology Research and Development, 54(5), 445–466. doi:10.1007/s11423-006-0128-6.

    Article  Google Scholar 

  • Tessmer, M., & Driscoll, M. (1986). Effects of a diagrammatic display of coordinate concept definitions on concept classification performance. Educational Technology Research and Development, 34(4), 195–205. doi:10.1007/bf02767401.

    Google Scholar 

  • Ullmer, E. J. (1994). Media and learning: Are there two kinds of truth? Educational Technology Research and Development, 42(1), 21–32. doi:10.1007/BF02298168.

    Article  Google Scholar 

  • Underwood, E. J. (1996). Experimental psychology. New York: Appleton-Ceatury-Crofts.

    Google Scholar 

  • Winn, W., Li, T.-Z., & Schill, D. (1991). Diagrams as aids to problem solving: Their role in facilitating search and computation. Educational Technology Research and Development, 39(1), 17–29. doi:10.1007/bf02298104.

    Article  Google Scholar 

  • Winn, W., & Solomon, C. (1993). The effect of the spatial arrangement of simple diagrams on the interpretation of english and nonsense sentences. Educational Technology Research and Development, 41(1), 29–41. doi:10.1007/bf02297090.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Old Dominion University, 228 Education Building, Norfolk, VA, 23529, USA

    Gary R. Morrison

  2. Johns Hopkins University, CRRE, 200 W. Towsontown Road, Baltimore, MD, 21204, USA

    Steven M. Ross

Authors
  1. Gary R. Morrison
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Steven M. Ross
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gary R. Morrison .

Editor information

Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Morrison, G.R., Ross, S.M. (2014). Research-Based Instructional Perspectives. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_3

Download citation

Publish with us

Policies and ethics

Search

Navigation