This study aimed at experimentally investigating the moderating role of instructional conceptions on the effec-tiveness of powerful learning environments (PLE)
designed in line with the four-component instructional design model (4C/ID-model). The study also investigated the influence of learning in a 4C/ID PLE on students’ instruc-tional conceptions. To achieve its goal, a study with a one by one by two pre-test post-test quasi-experimental design was done. Three functionally equivalent classes of students from three similar (secondary technical) schools were randomly exposed to three different treatments.
The participants consisted of 129 (47, 41, 41) students. The treatments were one control group with a regular method of teaching, and two experimental groups: a 4C/ID PLE with ICT, and a 4C/ID PLE without ICT. The instructional conceptions questionnaire was administered both in the pre-and the post-test to assess students’ instructional conceptions.
Pre- and post-tests contain retention and transfer items. Technical teachers were trained to implement the inter-ventions. In contrast to expectation, findings show no moderating effects of students’ instructional conceptions on the learning environments. Finally, the results indicate that students’ instructional conceptions positively change after implementation of the three interventions. The theore-tical, research, and practical implications of the results for the instructional design and technology community as well as educational practice are discussed.