Chapter 5: Instructional Design for Distance Education

• Systematic Process: The process of systematic planning for instruction is the outcome of many years of research (Dick, Carey, & Carey, 2004). An analysis of the application of this process indicates that when instruction is designed within a system, learning occurs. The process of instructional design is a field of study. Instructional design is considered the intellectual technique of the professional who is responsible for appropriate application of technology to the teaching and learning process.
• Analyze the General Abilities of the Class. Analysis of the cognitive abilities of the class allows the instructor to observe how students relate to the content of the lesson. Such issues as clearly defining the prerequisite knowledge or skills for the specific learning experience are important to ensure a successful learning experience. The students’ prior experience with similar types of cognitive tasks is important.
• Analyze Potential for Learner Interactivity. Students who are less social may find the distance education environment more comfortable for them. Students may become more expressive because of the perception of privacy and the informative nature of mediated communication. They may perceive the increased and varied interactivity and immediate feedback as a positive input to their interface with the learning experience.
• Understand Learner Characteristics. To be effective, it is necessary to understand the learners in the target audience. Willis (1994) suggested that the following questions should be asked prior to development of distance learning environments:

• What are students’ ages, cultural backgrounds, interests, and educational levels?
• What is the level of familiarity of the students with the instructional methods and technological delivery systems under consideration?
• How will the students apply the knowledge gained in the course, and how is this course sequenced with other courses?
• Can the class be categorized into several broad subgroups, each with different characteristics?

• Essential Content: The content of a course needs to reflect where this content relates to the rest of the curriculum. It is essential to examine the nature of the content, as well as the sequence of information. In any distance learning environment, one particular issue, that of time constraints, impacts other planning areas. Time constraints refer to the actual online time for delivery, which is often limited and inflexible.
• Media Selection. The common theme among these models is the learning context, which is the content, the intended outcome, and the nature of the students. Practical considerations such as available resources for creating media and the technologies for delivery of instruction also play a hand in the selection process.
• Visualizing Information. Visuals provide a concrete reference point for students, especially when they are engaged in a nontelevised learning experience. Even if the visuals are lists of concepts and ideas, they can help students. Visuals also help learners by simplifying information. Diagrams and charts often can make it easier to understand complex ideas. A visual that breaks down a complex idea into its components can show relationships that might be otherwise confusing to students.
• Learning Environment: Educators are familiar with classroom settings. They are comfortable with using the space available to enable learning to take place. It is when the classroom shifts into a distance learning setting that the environment often becomes a challenge to the instructor. Several important elements must be addressed within the distance learning environment.
• Course management systems (CMSs), also called learning management systems or virtual learning environments, are software systems designed to assist in the management of educational courses for students, especially by helping teachers and learners with course administration. The systems can often track the learners’ progress.
• Resources. The second element to consider in the instructional environment is the resources available to students.
  • What materials will they have at hand?
  • What materials will be available in libraries and laboratories?
  • Will students have access to resources for easy communication with the instructor?
     

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