2018- 19 Reading List for IDT Qualifying Exam

As an Instructional Design and Technology doctoral student, you are required to take a Qualifying Exam after completing
between 9-12 hours of graduate coursework at Virginia Tech. The written qualifying exam consists of questions derived
from the reading list below and is administered twice a year, usually on a Friday early in the semester. As you read the
following articles and chapters, try to develop a broad understanding of the topics presented, rather than memorizing
details. Typically, you will be required to analyze, synthesize, compare, and contrast ideas on the written portion of the
qualifying exam. The written exam is followed by an oral exam with your committee during a designated exam week
scheduled after the date of the written exam.

Branc h, R. M. (2 014). Instructional design models. In J. M. Spector, M. D. Merrill, J.

Elen, & M. J. Bishop (Eds . ), Handbook of research on educational
communications and technology (pp. 77 - 87). New York: Springer .
Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in
creating complex interventions in classroom settings. Journal of the Learning
Sciences, 2(2), 141 - 178.
Clark, R. E . (1983) . Reconsidering research on learning from media. Review of Educational
Research, 53(4), 445-460.
Collins, A. (2006). Cognitive apprenticeship. In K. R. Sawyer (Ed.), The Cambridge handbook of the learning
sciences (pp. 47-60). New York: Cambridge University Press.
Gagne, R., Briggs, L., & Wager, W. (1992). The events of instruction. In Principles of
instructional d esign (4 t h ed.). Fort Worth, TX: Harcourt Brace College Publishers.
Gagne, R., Briggs, L., & Wager, W. (1992). The outcomes of instruction. In Principles of
instructional d esign ,(4 t h ed.). Fort Worth, TX: Harcourt Brace College Publishers.
Head, J. T., Lockee, B. B., & Oliver, K. M. (2002). Method, media, mode: Clarifying the
discussion of distance education effectiveness. Quarterly Review of Distance Education,
3(3), 261-268.
Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational
Technology Research and Development, 48 (4), 63 - 85.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during
instruction does not work: an analysis of the fa i l u r e of constructivist, discovery,
problem-based, experiential, and inquiry – based teaching. Educational Psychologist, 41
(2), 75 - 86.
Kozma, R. (1994). Will media influence learning: Reframing the debate. Educational Technology
Research and Development, 42(2), 7-19.
Levie, W. H., & Dickie, K. E. (1973). The analysis and application of media. In R. M. W. Travers (Ed.), Second
handbook of research on teaching (pp. 858–882). Chicago: Rand McNally.
Merrill, M. D . (2002). First principles of instruction. Educational Technology Research and
Development , 50 (3), 43 - 59.
Reeves, T. C. (2000). Socially responsible educational technology research. Educational Technology, 40(6),
19-28.
Reiser, R. A. (2001) . A history of instructional design and technology: Part I: A history of
instructional media. Educational Technology Research and Development, 49(1), 53 -
64.
Reiser, R. A. (2001) . A history of instructional design and technology: Part II: A history
of instructional design. Educational Technology Research and Development, 49(2), 57 -
67.
Richey, R. C, Klein, J. D., & Tracey, M. W. (2011). Learning theory. Instructional Design Knowledge
Base: Theory, Research, and Practice (pp. 51-69). New York: Routledge.
Ross, S. M., Morrison, D. R., Hannaf in, R. D., Young, M., van den Akker, J ., Kuiper, W.,
Richey, R. C., & Klein, J ., D. (2008). Research designs. In J . M. Spector, M. D.
Merrill, J . van Merriënboer, & M. P. Driscoll (Eds.), Handbook of research
on educational communications and technology, ( 3rd ed., pp. 715 - 761). New
York: Taylor & Francis.