Information Technology Reference
In-Depth Information
Table 20.1
Overview of instructional methods
Nominal
Reflective
WebQuest
Debate
Invited expert
group technique
deliberation
Role play
Case study
Moderately
structured
Structure
Highly structured
Minimally structured Highly structured
Minimally structured Highly structured
Role of student
Students have a
dominant role,
which is demanding
and aggressively
challenges theirs,
and others,
understandings
Students are
required to search
new information
from not only their
own perspective but
also conflicting
perspectives
Students are
required to actively
participate with the
invited expert, but
have minimal
responsibility for the
quality of their
participation
Students have
minimal
responsibility to
explore diverse
perspectives or
actively explore new
information
Students have a
moderate amount of
responsibility in that
they are expected to
make contributions
(e.g., recommendation)
Students have a
moderate responsibility
to explore diverse
perspectives but not to
actively explore new
information
Students have a
dominant role in that
they must be able to
generalize the course
content, act on it,
and then reflect on
their actions
Students are
expected to explore
new information but
are not expected to
actively explore
other perspectives
Students have a
dominant role and
are responsible for
providing well
informed and well
researched
perspectives based
on their assigned
role
Students are
expected to explore
new information and
actively explore
diverse perspectives
Students have a
dominant role and
are required to
search for new
information to
justify plausible
solutions to the case
presented
Students are
expected to explore
diverse solutions to
the problem
presented
