Planning Effective Instructional Interventions

Abstract

While instructional intervention studies predominately focus on empirically evaluating interventional outcomes, the question of where an intervention should take place is often neglected. To bridge this gap, this paper integrates a learners’ perspective into planning effective interventions, using group concept mapping. Employing this approach enables higher education institutions to prioritize where to intervene and, hence, to direct their planning efforts to areas in which most impact can potentially be made on attaining intended learning outcomes.