A Developmental Study of Instructional Design Model for Continuous Reflection in Cultural Diversity Education

The purpose of the study is to develop an instructional design model to support learners' continuous reflection during the learning process in cultural diversity education. Current instructional models for cultural diversity education are inappropriately utilized in school settings due to the lack of specific guidelines for instructors’ and learners’ activities and their insufficient explanation and usability. To enhance cultural sensibility and value internalization for cultural diversity education, learners’ continuous reflection during the learning process should be integrated in the instructional design process. Using the design-based research methodology, this study first derived a draft of instructional design principles from multicultural education literature review and monitoring classes, then suggested an instructional design model with the cooperation from expert instructional designers and field experts (teachers), and finally developed a practical instructional model through gradual model elaboration process. The features of the developed instructional design model are as follows. First, it presents specific learning stages and activity elements for cultural diversity education. Second, it provides different types of reflection supporting tools that an instructor can use for each learning stage in learner-centered design as well as specific examples of usages. Third, the developed model considers not only the cognitive aspect of learners, but also the affective one, suggesting instructional design elements to consider in order to cultivate attitudes or values.