Framing: a course introduction

Abstract

Purpose

This paper aims to unite framing theory with instructional practice through the introduction of a novel instructional activity.

Design/methodology/approach

This study is designed to showcase how framing theory can be used to inform educational practice.

Findings

In keeping with framing theory and effects, the exercise serves to strengthen and reinforce the investment of students. The feedback collected via the framing activity provides a means for professors to modify or re-frame course content to best meet students’ needs.

Research limitations/implications

Framing theory can be used as an effective means of developing instructional resources. Linking theory to practice within instructional design demonstrates the applied significance of framing theory, particularly within educational contexts.

Practical implications

By utilizing this activity on the first day of class, instructors can address institutional challenges posed by fluctuating enrollment. In addition, the information gathered from the activity will help instructors to cultivate a learning environment from students’ own wealth of experiences, interests and goals.

Originality/value

This paper introduces an innovative instructional activity designed to be used on the first day of a course. The primary objective of this technique is to guide students into establishing a personal connection to a course while providing a vehicle to tailor course content to students’ interests and expectations. This approach, which is not limited to a specific discipline, is a unique and effective means of uniting framing theory with instructional practice in order to develop a framework for a meaningful and memorable course.

Citation

Williams, A.E. (2018), "Framing: a course introduction", Information and Learning Sciences, Vol. 119 No. 5/6, pp. 313-316. https://doi.org/10.1108/ILS-03-2018-0017