Publications
My publications are divided into five topics. Since some topics overlap, some publications are listed under more than one topic.
Means: The Paradigm Change Process
1.
Ends: Instructional Theory for the
New Paradigm
2.
Ends: Educational Technology for the
New Paradigm
3.
Ends: Organizational Structures for the
New Paradigm
4.
Miscellaneous
5.
2. Instructional Theory for the New Paradigm
Instructional theory identifies what instruction should be like, so it is an important part of a vision of the learner-centered paradigm. In this section, I chronologically present my work on instructional theory, though some publications below also deal with the other aspects of a vision and thus are repeated there. Books are in bold.
Reigeluth, C.M., Bunderson, C.V., & Merrill, M.D. (1978). The structure of subject-matter content and its instructional design implications. Instructional Science, 7, 107-126. PDF
Reigeluth, C.M., & Merrill, M.D. (1978). A knowledge base for improving our methods of instruction. Educational Psychologist, 13, 57-70. PDF
Reigeluth, C.M., Bunderson, C.V., & Merrill, M.D. (1978). What is the design science of instruction? Journal of Instructional Development. 1 (2), 11-16. PDF
Reigeluth, C.M., & Merrill, M.D. (March, 1979). Classes of instructional variables. Educational Technology, 19 (3), 5-24. PDF
Merrill, M.D., Reigeluth, C.M., & Faust, G.W. (1979). The Instructional Quality Profile: A curriculum evaluation and design tool. In H.F. O'Neil, Jr. (Ed.), Procedures for Instructional Systems Development. New York: Academic Press. PDF
Reigeluth, C.M. (1979). TICCIT to the future: Advances in instructional theory for CAI. Journal of Computer-Based Instruction, 6 (2), 40-46. PDF
Reigeluth, C.M. (1979). In search of a better way to organize instruction: The Elaboration Theory. Journal of Instructional Development, 2 (3), 8-15. PDF
Reigeluth, C.M., & Sari, I.F. (1980). From better tests to better texts: Instructional design models for writing better textbooks. NSPI Journal, 19 (8), 4-9. (Invited article). PDF
Reigeluth, C.M., & Rodgers, C.A. (1980). The Elaboration Theory of Instruction: Prescriptions for task analysis and design. NSPI Journal, 19 (1), 16-26. (Invited article). PDF
Reigeluth, C.M., Merrill, M.D., Wilson, B.G., & Spiller, R.T. (1980). The Elaboration Theory of Instruction: A model for sequencing and synthesizing instruction. Instructional Science, 9 (3), 195-219. PDF
Reigeluth, C.M. (March, 1980). The Instructional Quality Profile: Training teachers to teach effectively. Educational Technology, 20 (3), 7-16. PDF
Reigeluth, C.M., Van Patten, J., & Doughty, P. (1981). Science approach to instructional development. NSPI Journal, 20 (7), 19-22. PDF
Reigeluth, C.M., & Darwazeh, A.N. (1982). The elaboration theory's procedure for designing instruction: A conceptual approach. Journal of Instructional Development, 5 (3), 22-32. PDF
Reigeluth, C.M. (Ed.) (1983). Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, N.J: Erlbaum Associates.
Reigeluth, C.M., & Stein, F.S. (1983). The elaboration theory of instruction (Chapter 10). In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: An Overview of their Current Status. Hillsdale, N.J: Erlbaum Associates. PDF
Reigeluth, C.M. (1983). Meaningfulness and instruction: Relating what is being learned to what a student knows. Instructional Science, 12 (3), 197-218. PDF
Reigeluth, C.M. (Nov. 1984). The evolution of instructional science: Toward a common knowledge base. Educational Technology, 24 (11), 20-26. PDF
Curtis, R.V., & Reigeluth, C.M. (1984). The use of analogies in written text. Instructional Science, 13 (2), 99-117. PDF
Van Patten, J., Chao, C., & Reigeluth, C.M. (1986). A review of strategies for sequencing and synthesizing instruction. Review of Educational Research, 56 (4), 437-471. PDF
Frey, L., & Reigeluth, C.M. (1986). Instructional models for tutoring: A review. Journal of Instructional Development, 9 (1), 2-8. PDF
Reigeluth, C.M., & Curtis, R.V. (1987). Learning situations and instructional models. In R.M. Gagné (Ed.), Instructional Technology: Foundations. Hillsdale, N.J: Erlbaum Associates. PDF
Reigeluth, C.M. (Ed.) (1987). Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Hillsdale, N.J: Erlbaum Associates. Chapter 1, Introduction
Reigeluth, C.M. (1987). Lesson blueprints based on the elaboration theory of instruction. In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Hillsdale, N.J: Erlbaum Associates. PDF
Petry, B., Mouton, H., & Reigeluth, C.M. (1987). A lesson based on the Gagné-Briggs theory of instruction. In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models. Hillsdale, N.J: Erlbaum Associates. PDF
Reigeluth, C.M., & Schwartz, E. (1989). An instructional theory for the design of computer-based simulations. Journal of Computer-Based Instruction, 16 (1), 1-10. PDF
Reigeluth, C.M. (1990). Instructional strategies and tactics. In T. Husén & T. Postlethwaite (Eds.), The International Encyclopedia of Education, Supplementary Volume Two. Oxford, England: Pergamon Press. PDF
Reigeluth, C.M. (1991). Reflections on the implications of constructivism for educational technology. Educational Technology, 31 (9), 34-37. PDF
Armstrong, R.B., & Reigeluth, C.M. (1991). The TIP theory: Prescriptions for designing instruction for teams. Performance Improvement Quarterly, 4 (3), 13-40. PDF
Reigeluth, C.M. (1992). Elaborating the elaboration theory. Educational Technology Research & Development, 40 (3), 80-86. PDF
Leshin, C.B., Pollock, J., and Reigeluth, C.M. (1992). Instructional Design Strategies and Tactics. Englewood Cliffs, NJ: Educational Technology Publications.
Chung, J., & Reigeluth, C.M. (1992). Instructional prescriptions for learner control. Educational Technology, 32 (10), 14-20. PDF
Beissner, K.L., & Reigeluth, C.M. (1994). A case study on course sequencing with multiple strands using the elaboration theory. Performance Improvement Quarterly, 7 (2), 38-61. PDF
Reigeluth, C.M. (1994). Instructional design theories. In T. Husén & T.N. Postlethwaite (Eds.), International Encyclopedia of Education (2nd ed.), Elmsford, NY: Pergamon Press. Also in E. de Corte & F. E. Weinert (Eds.), International Encyclopedia of Developmental and Instructional Psychology, Elmsford, NY: Pergamon Press. PDF
English, R.E., & Reigeluth, C.M. (1996). Formative research on sequencing instruction with the elaboration theory. Educational Technology Research & Development, 44 (1), 23-42. PDF
Reigeluth, C.M., & Squire, K. (1998). Emerging work on the new paradigm of instructional theories. Educational Technology, 38 (4), 41-47. PDF
Reigeluth, C.M. (Ed.) (1999). Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory. Mahwah, NJ: Lawrence Erlbaum Assoc.
Reigeluth, C.M., & Moore, J.A. (1999). Cognitive education and the cognitive domain (Chapter 3). In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II. Hillsdale, NJ: Lawrence Erlbaum Assoc. PDF
Reigeluth, C.M. (1999). The elaboration theory: Guidance for scope and sequence decisions (Chapter 18). In C.M. Reigeluth (Ed.),Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II. Hillsdale, NJ: Lawrence Erlbaum Assoc. PDF
Martin, B.L., & Reigeluth, C.M. (1999). Affective education and the affective domain: Implications for instructional design theories and models (Chapter 20). In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Volume II. Hillsdale, NJ: Lawrence Erlbaum Assoc. PDF
Reigeluth, C.M. (2003). Knowledge building for use of the Internet in education. Instructional Science, 31 (4), 341-346. PDF
Reigeluth, C.M. (2003). New instructional theories and strategies for a knowledge-based society. Educational Technology International, 5 (1), 63-75.
Reigeluth, C.M. (2003). Elaboration Theory. In A. Kovalchik & K. Dawson (Eds.), Education and Technology: An Encyclopedia. Santa Barbara, CA: ABC-Clio. PDF
Oswald, D., & Reigeluth, C.M. (2003). Instructional-Design Theory. In J. Guthrie (Ed.), Encyclopedia of Education (2nd Ed.). New York: Macmillan. PDF
Molenda, M., Reigeluth, C.M., & Nelson, L.M. (2003). Instructional Design. In L. Nadel (Ed.), Encyclopedia of Cognitive Science. Vol. 2, pp. 574 - 578. London: Nature Publishing Group. PDF
Reigeluth, C.M., & Beatty, B.J. (2004). Instructional Systems Design. In M. Mukhopadhyay (Ed.), Educational Technology: Knowledge Assessment. New Delhi: Shipra. PDF
Reigeluth, C.M. (2005). New Instructional Theories and Strategies for a Knowledge-Based Society. In J. Spector, C. Ohrazda, A. Van Schaack, & D. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill. Mahwah, NJ: Lawrence Erlbaum Associates. PDF
Reigeluth, C.M. (2007). Order, first step to mastery: An introduction to sequencing in instructional design. In F. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In Order to Learn: How the Sequence of Topics Influences Learning (pp. 19-40). New York, NY: Oxford University Press. PDF
An, Y.J., & Reigeluth, C.M. (2008). Problem-based learning in online environments. Quarterly Review of Distance Education, 9 (1), 1-16. PDF
Reigeluth, C.M., & Carr-Chellman, A. (Eds.) (2009). Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge. About the book
Reigeluth, C.M., & Carr-Chellman, A. (2009). Understanding instructional theory (Chapter 1). In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge. PDF
Reigeluth, C.M., & Keller, J.B. (2009). Understanding instruction (Chapter 2). In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge. PDF
Reigeluth, C.M., & Carr-Chellman, A. (2009). Situational principles of instruction (Chapter 4). In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge. PDF
Reigeluth, C.M. (2009). Instructional theory for education in the Information Age (Chapter 18). In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base. New York: Routledge. PDF
Reigeluth, C.M. (2011). An instructional theory for the post-industrial age. Educational Technology, 51 (5), 25-29. PDF
An, Y.J., & Reigeluth, C.M. (2011). Creating technology-enhanced, learner centered classrooms: K-12 teacher beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28 (2), 54-62. PDF
Reigeluth, C.M. (2012). Instructional theory and technology for a post-industrial world. In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed.), pp. 75-83. Boston, MA: Pearson Education. PDF
Reigeluth, C.M. (2012). Teoría instruccional y tecnología para el nuevo paradigma de la educación. RED, Revista de Educación a Distancia. Número 32. 30 de septiembre de 2012. Consultado el (30/09/2012) en http://www.um.es/ead/red/32. Also published in English as Reigeluth, C.M. (2012). Instructional theory and technology for the new paradigm of education. RED, Revista de Educación a Distancia, 32. September 30, 2012. Retrieved on (30/09/2012) at http://www.um.es/ead/red/32. PDF
Reigeluth, C.M., & Myers, R.D. (2013). Serious Game Design Report. A report prepared for the U.S. Air Force Research Laboratory. Submitted October 2013. PDF
Simsek, A. (2013). Interview with Charles M. Reigeluth: Applying instructional design to educational reform. Contemporary Educational Technology, 4 (1), 81-86. PDF
Huh, Y., Reigeluth, C.M., & Lee, D. (2014). Collective efficacy and its relationship with leadership in computer-mediated project-based group work. Contemporary Educational Technology, 5 (1), 1-21. PDF
Aslan, S., Reigeluth, C.M., & Thomas, D. (2014). Transforming education with self-directed project-based learning: The Minnesota New Country School. Educational Technology, 54 (3), 39-42. PDF
Reigeluth, C.M., & Aslan, S. (2014). Elaboration theory: A theory to organize and sequence instructional content. In J.M. Spector (Ed.), Encyclopedia of Educational Technology. Sage Publications. PDF
Aslan, S., & Reigeluth, C.M. (2015). Examining the challenges of learner-centered education. Phi Delta Kappan, 97 (4), 63-68. DOI 10.1177/0031721715619922 PDF
Lee, D., Huh, Y., & Reigeluth, C.M. (2015). Collaboration, intragroup conflict, and social skills in project-based learning. Instructional Science, 43, 561-590. DOI 10.1007/s11251-015-9348-7 http://rdcu.be/mE3M PDF
Aslan, S., Reigeluth, C.M., & Mete, S.E. (2016). Transforming classrooms into learning studios: What does it take to make classrooms a living space? Educational Technology, 56 (5), 35-41. PDF
Jung, E., Kim, M., & Reigeluth, C.M. (2016). Learning in action: How competent professionals learn. Performance Improvement Quarterly, 28 (4), 55-69. DOI 10.1002/piq.21209 PDF
Lin, C-Y., & Reigeluth, C.M. (2016). Scaffolding wiki‐supported collaborative learning for small‐group projects and whole‐class collaborative knowledge building. Journal of Computer Assisted Learning, 32 (6), 529-547. DOI 10.1111/jcal.12140 PDF
Reigeluth, C.M. (2017). The learner-centered paradigm of instruction. In A. Carr-Chellman & G. Rowland (Eds.), Issues in technology, learning, and instructional design: Classic and contemporary debates. New York, NY: Routledge. PDF
Reigeluth, C.M., Beatty, B.J., & Myers, R. (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education. New York: Routledge. About the book
Reigeluth, C.M., Myers, R.D., & Lee, D. (2017). The learner-centered paradigm of education (Chapter 1, pp. 5-32). In C. Reigeluth, B. Beatty & R. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education. New York: Routledge. PDF
Huh, Y., & Reigeluth, C.M. (2017). Designing instruction for self-regulated learning (Chapter 9, pp. 243-267). In C. Reigeluth, B. Beatty & R. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education. New York: Routledge. PDF
Myers, R.D., & Reigeluth, C.M. (2017). Designing games for learning (Chapter 8, pp. 205-242). In C. Reigeluth, B. Beatty & R. Myers (Eds.), Instructional-design theories and models, Volume IV: The learner-centered paradigm of education. New York: Routledge. PDF
Huh, Y., & Reigeluth, C.M. (2017). Online K-12 teachers’ perceptions and practices of supporting self-regulated learning. Journal of Educational Computing Research, 55 (8), 1129-1153. DOI: 10.1177/0735633117699231 PDF
Huh, Y., & Reigeluth, C.M. (2017). Self-regulated learning: The continuous-change conceptual framework and a vision of new paradigm, technology system, and pedagogical support. Journal of Educational Technology Systems, 46 (2), 191-214. DOI: 10.1177/0047239517710769 PDF
Reigeluth, C.M., & Kim, M. (2018). Instructional theory. In B. Frey (Ed.), The Sage encyclopedia of educational research, measurement, and evaluation (pp. 835-838). Thousand Oaks, CA: Sage Publications. DOI: http://dx.doi.org/10.4135/9781506326139.n334 PDF
Lin, C.Y, & Reigeluth, C.M. (2019). Scaffolding learner autonomy in a wiki-supported knowledge building community and its implications for mindset change. British Journal of Educational Technology, 50 (5), 2667-2684. DOI: 10.1111/bjet.12713 PDF
Aslan, S., & Reigeluth, C.M. (2019). The Minnesota New Country School: Systemic change thinking in action. In M. Spector, B. Lockee & M. Childress (Eds.), Learning, design, and technology: An international compendium of theory, research, practice, and policy. New York, NY: Springer. DOI: 10.1007/978-3-319-17727-4_102-1 PDF
Reigeluth, C.M., & Karnopp, J.R. (2020). Vision and action: Two sides of the coin for systemic change in educational systems. TechTrends, 64 (5), 769-778. DOI: 10.1007/s11528-020-00528-x About the book
Lee, D., Huh, Y., Lin, C-Y., Reigeluth, C.M., & Lee, E. (2021). Differences in personalized learning practice and technology use in high- and low-performing learner-centered schools in the United States. Educational Technology Research and Development, 69, 1221–1245. https://doi.org/10.1007/s11423-021-09937-y
Lin, C-Y., & Reigeluth, C.M. (2021). Guidance for wiki-supported collaborative learning and community knowledge building for an entire class: Enhancing learning environments during the COVID19 pandemic. Revista de Educación a Distancia, 21 (65). DOI: 10.6018/red.447401 In English: https://revistas.um.es/red/article/view/447401/297821
Reigeluth, C.M., & An, Y. (2021). Merging the Instructional Design Process with Learner-Centered Theory: The Holistic 4D Model. New York, NY: Routledge. ISBN: 978-0-8153-6079-7 About the book
Reigeluth, C.M. (in progress). Elaboration Theory: Scope and sequence decisions for quality instruction. A book manuscript close to completion that provides the latest information on Elaboration Theory.
Chapter 1. Introduction
Chapter 2. Basics of scope and sequence
Chapter 3. Some major sequencing strategies: Understanding the theories
Chapter 4. Hierarchical sequencing: How to do it
Chapter 5. Procedural sequencing: How to do it
Chapter 6. Simplifying Conditions Method: How to do it
Chapter 7. Conceptuyal elaboration sequence: How to do it
Chapter 8. Theoretical elaboration sequence: How to do it
Annotation: This was my first publication.
