Most instructional technologists understand that instruction aims to be effective, efficient, and appealing. These three quality indicators have proven useful in establishing desired outcomes. In this article we suggest an expanded set of indicators, with more attention to social impact, engagement, and the learner’s experience. By broadening and deepening our expectations, we hope to encourage more research on instruction leading to powerful or transformative learning.
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Wilson et al. (2008) studied this question.
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