Utilize este identificador para referenciar este registo: http://hdl.handle.net/10071/23015
Autoria: Costa, J. M.
Miranda, G.
Melo, M.
Data: 2022
Título próprio: The four-component instructional design model (4C/ID): A meta-analysis on use and effect
Título da revista: Learning Environments Research
Volume: 25
Número: 2
Paginação: 445 - 463
Referência bibliográfica: Costa, J. M., Miranda, G., Melo, M. (2022). The four-component instructional design model (4C/ID): A meta-analysis on use and effect. Learning Environments Research, 25(2), 445-463. http://dx.doi.org/10.1007/s10984-021-09373-y
ISSN: 1387-1579
DOI (Digital Object Identifier): 10.1007/s10984-021-09373-y
Palavras-chave: 4C/ID
Instructional design
Meta-analysis
Complex skills
Performance
Resumo: The four-component instructional design model (4C/ID) has been increasingly used in face-to-face and online learning environments. We present a meta-analysis on the use and effect of educational programs developed with the 4C/ID model on performance, after more than 20 years of its application and research in different academic areas and technical training. We performed the meta-analysis through the combination of the effect sizes of the studies using Cohen’s d. The combination of the studies suggests that the use of educational programs developed with 4C/ID has a high impact on performance (d = 0.79), regardless of the academic area, the design of the study and the outcome (knowledge and complex skills). The grade under study was a significant moderator on the effect, showing that the higher-education level is more suitable for application of the 4C/ID model. Our results suggest that the use of the 4C/ID model should be prioritized as instructional model in college and university learning environments.
Arbitragem científica: yes
Acesso: Acesso Aberto
Aparece nas coleções:ISTAR-RI - Artigos em revistas científicas internacionais com arbitragem científica

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