An Assessment of the Effectiveness of Backward Design in Microlecture

Ya Lin

doi:10.18282/le.v12i1.3443

Ya Lin Wenzhou University of Technology

Ariticle ID: 3443

25 Views, 0 PDF Downloads

DOI: https://doi.org/10.18282/le.v12i1.3443

Keywords: Microlecture, Backward Design, Instructional Design

Abstract

In the past decade, there is a growing tendency of applying mirolecture to supplement the offline course instruction. The instruc_x0002_tional designs that aim to support the acquisition of new knowledge and skills from the microlecture are being constantly created, reviewed and revised so as to maximize the learning outcomes. The Backward Design instructional model offers a systematic problem-solving approach to improve instructional effect and learning outcomes. To explore the application and effectiveness of Backward Design in microlecture, this paper applies the Backward Design to the instructional design of a 20-minute-length microlecture, assessing its effectiveness by dividing students into the contrast group (91 students) and the experiment group (91students). The experiment results demonstrate that the task performance of experiment group was 5.3% higher than that of the contrast group.

References

[1] Reiser RA and Dempsey JV. (Eds.) (2002). Trends and Issues in Instructional Design and Technology. Upper Saddle River, NJ:

Merrill Prentice Hall.

[2] Wiggins G, & McTighe J. (2005). Understanding by design (2nd ed.). Alexandria, VA: ASCD.