instructional theory, theory analysis, theory comparison, theoretical ontology, terminology, theoretical interpretation
Some have argued for a common language of theory in the field of instructional design in an effort to reduce misunderstandings and simplify a multitude of synonymous terms and concepts. Others feel that this goal is undesirable in that it would inhibit further theoretical development. In this article we propose an ontology-building process as a way for readers to compare and analyze terms and concepts across theories. This process entails the development of ontological categories that emerge from the literature, and the comparison of theories using these categories. Such a process can reveal broader concepts that exist beyond specific theoretical terminology, differences in meanings behind common terms used by theorists, a greater understanding of the theorists’ intent, and discontinuities and gaps within the theoretical literature.
Original Publication Citation
Educational Technology Research and Development, 62(5),511-582.
BYU ScholarsArchive Citation
Bostwick, Jay A.; Calvert, Isaac W.; Francis, J.; Hawkley, Melissa; Henrie, Curtis; Hyatt, Fred R.; Juncker, Janele; and Gibbons, Andrew S. III, "A Process for the Critical Analysis of Instructional Theory" (2014). All Faculty Publications. 2970.
David O. McKay School of Education
Instructional Psychology and Technology
(c) 2014 Springer, rights shared with authors who are members of the Association for Educational Communications and Technology (in this case, Gibbons). This was a class publication.
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