European Journal of Molecular & Clinical Medicine

This paper presents the thematic analysis of around 40 Instructional Design Models (ID Models) including learning theories, instructional events and principles which has influenced the Instructional Designing (ID) process during the time period of 1930s to 2019. The primary purpose of reviewing instructional design modals is to establish that with the passage of time, many new models emerged by dwelling on the strengths and weaknesses of previous models. Reflexive thematic analysis of identified models was conducted to trace the framework and themes of their development. The theme based review analysis was organized in chronological manner. In addition to this, such continuum of analysis helps in finding the research gaps, elaboration of theoretical framework and in further designing of the practical framework of new contextual instructional models. It was found that in the process of Instructional Design development, the generic ADDIE model has influenced the development of subsequent models. The designers improved and improvised ADDIE model with the changing needs of learners and contexts. Although new theories have emerged, the socio-cultural theory, Gagne’s instructional events, and Merrill’s principles of instruction still hold significance in instructional designing. Instructional designing based on constructivist epistemology dominate the instructional procedures in TEIs. But, with the integration of Information and Communication Technology in constructivism, new ID Models have been developed which are effective with respect to specific subject, place and contexts. The focus also shifted towards developing integrated models to combine different pedagogical approaches and learning theories with technology. This integration resulted in the emergence of blended instructional designs having elements of both traditional face-two-face and online environments. In the end paper opined that the Indian contexts are entirely unique and different. The ID Models practiced here are originally not developed in Indian contexts but borrowed from western education systems. So, need is to develop ID models suiting to the Indian conditions keeping in view the various challenges originating at teacher education and school education.

The purpose of this study was to develop a Constructivist Blended Instructional Paradigm, called as CBIP, for enhancing teaching effectiveness among prospective teachers in teacher preparation and academic performance of learners in schools. The CBIP is a harmonious blend of all pedagogical approaches (behaviorist, cognitivist and constructivist) and technology in a balanced and pragmatic manner. Theoretically, Advanced Curriculum Model of Cognitive Learning (ACMCL) which was developed in National Council for Educational Research and Training, New Delhi and experimented upon in RIEs especially in Mysore and Ajmer guided the integration process in CBIP. Constructivist Blended Instructional Paradigm draws the best from all available resources as per the Indian context & circumstances. In this, knowledge is created situationally, by using contextual support matching with the text book content. In this way, it is a blending of traditionalism and modernism, a harmonious practical combination of East & West. Thus, this paradigm is operationally defined and empirically verified as Constructivist Blended Instructional Paradigm (CBIP). The main emphasis was to develop appropriate blends and define the role of both teacher and learners in the execution of these blends. The CBIP was found to be efficacious as it has improved teaching effectiveness of prospective teachers and academic performance of learners. This model opens plenty of possibilities to solve some of the prevailing problems of Indian Education System.