Please use this identifier to cite or link to this item:
http://hdl.handle.net/10071/23015
Author(s): | Costa, J. M. Miranda, G. Melo, M. |
Date: | 2022 |
Title: | The four-component instructional design model (4C/ID): A meta-analysis on use and effect |
Journal title: | Learning Environments Research |
Volume: | 25 |
Number: | 2 |
Pages: | 445 - 463 |
Reference: | 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 |
Keywords: | 4C/ID Instructional design Meta-analysis Complex skills Performance |
Abstract: | 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. |
Peerreviewed: | yes |
Access type: | Open Access |
Appears in Collections: | ISTAR-RI - Artigos em revistas científicas internacionais com arbitragem científica |
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