Abstract
This paper provides a critical analysis of Merrill & Reigeluth’s "elaboration model of instruction." First, the elaboration model is briefly described, with special focus on the concepts of "sequencing" and "synthesizing." Second, positive features of the theory are discussed, including the authors’ emphasis on making connections between presented material and existing knowledge. Third, critical comments are provided concerning the clarity of the model, the availability of empirical support, and the failure to describe underlying theoretical mechanisms. The final section of the paper explores the relation between the elaboration model of instruction and cognitive theories of learning such as the "assimilation theory."
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Mayer, R.E. An evaluation of the elaboration model of instruction. Journal of Instructional Development 5, 23–26 (1981). https://doi.org/10.1007/BF02905294
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DOI: https://doi.org/10.1007/BF02905294