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Review of current studies in instructional design theory in Korea: major trends and future directions

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Abstract

This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research. Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these trends.

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Author information

Authors and Affiliations

  1. Department of Education, School of Education, Seoul National University, Gwanak-ro 599, Gwanak-gu, Seoul, 151-748, Korea

    Cheolil Lim & Eunkyoung Yeon

Authors
  1. Cheolil Lim
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  2. Eunkyoung Yeon
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Corresponding author

Correspondence to Cheolil Lim.

Additional information

Other articles from the Journal of Educational Technology are listed in the appendix.

Appendix: Selection of studies for instructional design theory from the Journal of Educational Technology, Korea between 1994 and 2006

Appendix: Selection of studies for instructional design theory from the Journal of Educational Technology, Korea between 1994 and 2006

Conceptualization of instructional design theory

  • Lee, M. (1996). Reconceptualization of instructional design theory and its prospects. Journal of Educational Technology, 12(1), 25–39.

  • Lim, C. (1996). The characteristics and possibilities of instructional-design theory from the perspective of instructional technology. Journal of Educational Technology, 12(1), 95–111.

  • Chung, J. (1996). Recent trends and discussions on instructional design and instructional systems development: Toward building a knowledge base for the 21st century instructional technology. Journal of Educational Technology, 12(1), 41–74.

Instructional design theory for types of learning: higher-order thinking skills and others

  • Lim, C. (1994). Formative research on an instructional theory for conceptual understanding. Journal of Educational Technology, 10(1), 45–63.

  • Shon, Mi. (1996). Formative research on an instructional theory for the design of computer-based simulations for teaching causal principles. Journal of Educational Technology, 12(2), 171–188.

  • Lee, J. (1996). A goal-based scenario in business training, the theory and the practice: A case study of a consultant training methodology at Andersen Consulting. Journal of Educational Technology, 12(1), 231–248.

  • Lim, C. (1997). The specification and possibilities of problem-solving scenario as an instructional and learning environment design model. Journal of Educational Technology, 13(1), 59–80.

  • Lim, C. (1998). Formative research on problem-solving scenario as an instructional and learning environment design model. Journal of Educational Technology, 14(2), 137–165.

  • Kang, I., & Kim, S. (1998). An instructional design and implementation by PBL: A case study of social studies in an elementary school classroom. Journal of Educational Technology, 14(3), 1–31.

  • Shin, M. (1998). Self-regulated learning theory: Meaning, components and design principles. Journal of Educational Technology, 14(1), 143–162.

  • Lee, J. (2000). A study of developing and implementing web-based self-regulated learning models. Journal of Educational Technology, 16(2), 83–106.

  • Cho, E. (2000). International cooperative project-based learning using internet web board for designing anchored instruction in Korean elementary classroom. Journal of Educational Technology, 16(1), 247–266.

  • Lim, C. (2001). The development and effects of a web-based self-regulated learning support system. Journal of Educational Technology, 17(3), 53–83.

  • Kang, M., & Kim, S. (2002). Investigating the effects of self regulated learning strategy assisting online project based learning. Journal of Educational Technology, 18(1), 3–22.

  • Jo, I., & Lim, K. (2002). A study on the factors that influence students performance in GBS-based e-learning environment. Journal of Educational Technology, 18(4), 79–110.

  • Lim, C. (2002). The development and effects of design and implementation strategies for supporting web-based self-regulated learning. Journal of Educational Technology, 18(4), 3–23.

  • Choi, W., & Kim, M. (2003). Effects of an instructional model for academic controversies in problem-based learning utilizing internet on balanced critical thinking skill. Journal of Educational Technology, 19(3), 261–283.

  • Leem, J., Lim, B., Choi, S., & Kim, S. (2004). A study on the development of community-based project learning models combined with blended learning approach in K-12 setting. Journal of Educational Technology, 20(3), 101–133.

  • Choi, W., & Sung. E. (2004). An instructional model of problem-based inquiry learning with internet. Journal of Educational Technology, 20(4), 147–183.

  • Yang, Y. (2004). The effects of embedded learning strategies to promote the use of self-regulated learning skills in a web-based learning environment. Journal of Educational Technology, 20(4), 3–23.

  • Lim, C. (2005). Development and effects of a learning management system for supporting self-regulated learning. Journal of Educational Technology, 21(4), 77–100.

Instructional design theory for motivation and interactivity

  • Kang, M. (1994). Evaluation of ARCS motivation model applied in an instructional software. Journal of Educational Technology, 10(1), 135–155.

  • Kim, M. (1998). The exploration of the strategies for interaction improvement in hypertext instruction-learning systems. Journal of Educational Technology, 14(1), 47–69.

  • Song, S. (1998). The ARCS model for the design of motivationally adaptive computer-mediated instruction. Journal of Educational Technology, 14(1), 119–141.

  • Choi, J. (1999). Inquiry into instructional strategies to enhance interaction in web-based instruction. Journal of Educational Technology, 15(3), 129–154.

  • Lim, C. (1999). A comprehensive design model for interactive web-based instruction. Journal of Educational Technology, 15(1), 3–24.

  • Song, S. (2000). Review of approaches for designing motivationally adaptive web-based instruction. Journal of Educational Technology, 16(2), 37–53.

Emergent studies on generic topics of instructional theories

  • Yang, Y. (1994). Comparison of learner-and program-controlled strategy by the level of self-regulatory skills in computer-based instruction. Journal of Educational Technology, 9(1), 91–110.

  • Cho, M., & Lee, Y. (1994). Basic direction for instructional design influenced by cognitive apprenticeship. Journal of Educational Technology, 9(1), 147–161.

  • Chung, J. (1994). Development of an instructional theory for learner control: Empowering learners to manage learning processes. Journal of Educational Technology, 10(1), 65–81.

  • Kim, Y. (1994). The simplifying conditions method for task analysis and sequencing. Journal of Educational Technology, 9(1), 43–59.

  • Kim, D. (1995). Conceptualization of instructional design automatization systems. Journal of Educational Technology, 11(2), 51–86.

  • Lim, C. (2000). Effects of event-oriented instructional design strategies for cyber course development. Journal of Educational Technology, 16(4), 155–174.

  • Chang, H., & Ryoo, W. (2006). The design experiments of reflective inquiry supporting tool in a inquiry based learning. Journal of Educational Technology, 22(2), 27–67.

  • Heo, H. (2006). Development of multimedia contents using storytelling as narrative thinking. Journal of Educational Technology, 22(1), 195–224.

  • Kim, M. (2006). Design-based research on the design and implementation of e-portfolio. Journal of Educational Technology, 22(2), 1–26.

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Lim, C., Yeon, E. Review of current studies in instructional design theory in Korea: major trends and future directions. Asia Pacific Educ. Rev. 10, 357–364 (2009). https://doi.org/10.1007/s12564-009-9027-y

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