Abstract
The elaboration theory of instruction offers guidelines for several patterns of simple-to-complex sequencing which were developed primarily from cognitive theory, especially schema theory. However, there has been relatively little empirical research on the theory. This study helps fill this void by conducting formative research to identify weaknesses in the theory and possible ways of overcoming those weaknesses. Four chapters in a text on electrical circuit analysis were revised according to the theory. The first phase of the study used interactive data collection for immediate, detailed reactions and suggestions on the sequence. Phase 2 utilized non-interactive data collection to assess the external validity of the results. Qualitative data analysis provided insights into ways to improve the theory. None of the results indicated that elements should be deleted. Weaknesses indicated new methods that should be added to the theory and existing methods that should be modified and/or enhanced.
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The authors would be happy to share their HyperCard course modules with those who would like to do further research with them. Direct inquiries by e-mail to reigelut@indiana.edu.
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English, R.E., Reigeluth, C.M. Formative research on sequencing instruction with the elaboration theory. ETR&D 44, 23–42 (1996). https://doi.org/10.1007/BF02300324
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DOI: https://doi.org/10.1007/BF02300324