The design of mediated instruction has been traditionally premised on a behavioral model. Instructional systems were designed to complete associative connections in the learner. This mechanistic model has acceded to an organismic model of man, actively engaged in the construction of knowledge. Structuralism as a theoretical base has so pervaded instructional design procedures and principles that conceptually identical constructs are competing for attention in the field. Standardization of some of these variables in a structuralist framework will facilitate theoretical and empirical development of instructional design research.
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