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This paper explores the design of a Web-based tutorial for Activity Analysis offered within an undergraduate course of occupational therapy and how its design features influenced meaningful learning from the students’ perspective. This tutorial, using a case-based format, offers a learner-directed approach to students and the application of Activity Analysis, a clinical practice tool. The design is based on principles of meaningful learning for on-line instruction (Jonassen, Educational Technology, 35, 60–63, 1995) and instructional theories. Analysis of feedback from learners identifies the salient attributes of the tutorial on meaningful learning. [ABSTRACT FROM AUTHOR]

This paper describes the process used by a research team to develop a coding system for analyzing data from interview transcripts and situates the process within approaches to qualitative analysis. Successive versions of the coding scheme illustrate its development over several years; the role of team members and verification in this evolution are discussed. Several lessons emerge from our experience: a) coding is not what happens before analysis, but constitutes an important part of the analysis; b) a team builds codes and coding builds a team through the creation of a shared understanding of the phenomenon; and c) collaborative qualitative research requires a kind of rigor that an independent researcher might not be aware of or need. [ABSTRACT FROM AUTHOR]

We describe here the outcomes of our research on the reflection of six professors considered exemplary in their teaching. For instance, we found that they all held and used considerable knowledge about learners, as groups and as individuals, and used this knowledge in reflecting on the impact of their teaching. We use this information to elaborate on the role of reflection in the construction of teaching knowledge. Lastly, we address how the model of reflection we developed helps us understand the factors influencing one's ability to effectively reflect on teaching. [ABSTRACT FROM AUTHOR]

Describes a systematic investigation of both tryout and revision to determine the influence of different formative evaluation participants on the improvement of learning from written instructional materials. Purpose of the research program; Role of coding and data analysis in the conceptualization of formative evaluation.

The success of formative evaluation techniques to improve instructional materials is well documented. Researchers have found that materials revised on the basis of one-to-one sessions are equally effective as materials revised on the basis of small group sessions, and that both are superior to the unrevised, original versions. However, there is a paucity of research comparing the types of data obtained from these two recommended approaches to formative evaluation. This study compares the quantitative and qualitative nature of the problems identified by students in three conditions. Specifically, a one-to-one active, a small group active, and a small group passive were the conditions employed. Explanations for the observed differences are attributed to and described in terms of the instructional materials themselves and differences in the procedures or conditions employed. Finally, a number of more practical issues are raised and discussed in terms of their impact on the selection of a particular method or combination of methods for the formative evaluation of instructional materials. [ABSTRACT FROM AUTHOR]

Presents the results of a study which investigated the priorities established among data sources when instructional designers revise written materials. Results.

Presents a model for understanding formative evaluation in instructional design by identifying four components. Participants to the formative evaluation; Roles that can be taken; Techniques that can be used; Situations where formative evaluation occurs.