8/12/2019 ALTF

1/4

Theoretical framework

In educational research, there is always a theory underpinning every study conducted.

Theories are constructed in order to explain, predict and master a situation or phenomena. It

is vital for a study to formulate a theoretical framework that outlines the study on the whole.

The theoretical framework of a study is a structure that that can hold or support the theory of a

particular research. Learning and instructional theories form the framework of any

instructional design. Reiser and Dempsey (2007) define instructional design as a systematic

process employed for the development of education and training programs in a manner that is

consistent and reliable.

Gagne (1985) believes that learning occurs from simple to complex skills whereby

learning at the higher order depends on learning at the lower order. Gagne proposes that

learning tasks can be organized based on their complexity. Gagne created a nine-step process

which represents a sequence of instructional events and the related learning processes guiding

an instruction in which he called it the Nine Events of instruction. Gagne correlated the Nine

Events of Instruction with associated internal mental processes and formulated these events as

elements of a good lesson which promoted effective learning (Gagne, Briggs, & Wagner,

1992). Gagnes instructional events provide a strong basis for development of an instructional

tool and by following these events, learning can be made more effective.

Gagnes Nine Events of instruction served as a guide and the basic framework to the

design of the WebQuest on diffusion and osmosis used in this study. The first of the Nine

Events of instruction is gaining attention. According to Gagne, it is important to gain the

attention of the learner in order to achieve the objectives of a lesson. The video on the effect

of osmosis on an egg and the animation that shows the movement of water molecules caters to

8/12/2019 ALTF

2/4

this need. The multimedia elements presented in the video and animation draws students

attention.

Next in Gagnes events of instruction is informing learners of the objectives. This is

done in the Introduction section whereby it outlines all the objectives of the lesson so that

students are clear of the concepts and processes involved in their learning in the particular

lesson. Through this section in WebQuest, students are informed that the main objective of

the lesson was to demonstrate the cellular processes of diffusion and osmosis as well as

their effects on animal and plant cells. The third of Gagnes instructional events which is

stimulating recall of prior knowledge is seen in the WebQuests Introduction section whereby

the teacher questions students about the effects on the red blood cells (as shown in the

diagram) when they are placed in the three different solutions (Hypertonic, Hypotonic and

Isotonic).

The fourth event is presenting the content which is the Task and Process section of the

Webquest. In the Task section students are made aware of the tasks they needed to carry out

as part of the lesson. Previously in the Introduction page, students were shown a video in the

Webquest that clearly explains the movement of water molecules. In the Process section,

students are informed of the necessary materials and apparatus needed to carry out the

experiment. The fifth of the instructional events involves providing guidance for learning.

This is covered through the handing out of osmosis laboratory instructions to the students to

assist them in carrying out the experiment.

Eliciting performance which makes up the sixth of Gagnes instructional events is

covered when students were asked to demonstrate their understanding on the potato

experiment that they carried out. The seventh event which is providing feedback is covered

through the egg osmosis video in the Webquest. Teacher asked students to share their views

on the video whilst teacher corrected students responses on what actually happened to the egg

8/12/2019 ALTF

3/4

in the video. The eighth event, assessing performance is covered through the handing out of

the Vocabulary Awareness Sheet in the Process section of the Webquest. The evaluation

section also provides for performance assessment over the students report on the experiment.

Lastly the ninth event which involves enhancing retention and transfer is seen in the potato

experiment carried out whereby the scenario of a sailor dying due to drinking sea water was

given and students needed to apply their understanding of diffusion and osmosis to explain

that scenario. WebQuest lays out an interactive instructional design for the collaborative ICT

learning environment in this study. Figure 1.1 shows the incorporation of Gagnes Nine

Events of Instruction in the development of the WebQuest on diffusion and osmosis

integrated for the purpose of this study.

8/12/2019 ALTF

4/4

Figure 2.1 Gagnes Nine Events of instruction in the WebQuest on

diffusion and osmosis