Instructional Design Principles in Distance

EducationBy Cindy Nester

Grand Canyon University

Who am I teaching? What is their background? What obstacles might there be for the

individual and group of students? What is their learning level? What is their learning style?

Principle One: Analyze Learners

Background information within the school files (Be sure to note any IEP or 504 plans)

Background community information (socioeconomics) that can be obtained from local or state school boards

Surveys on student interest or learning styles

Presassessment on the subject matter

Principle One: How to Analyze?

Experts (Ying, 2008) have researched the importance of knowing your students before instruction. This allows the teacher to improve student performance and motivation in the area of distance education. For example, if a student struggles with time management; then the instructor may need to focus on that skill during the course. Students then can gain useful skills that will help with distance education.

Please visit the following link to watch a short clip on analyzing learners as part of instructional design for more information.Instructional Design: Assure Model

Principle One: Analyze Learners

What platform of delivery will I be using? What materials will be accessible? Am I considering learning styles? What accommodations are need for IEPs or

504 plans? Is there a variety of types of material? What is needed to make sure students can

collaborate? What should strategies should I use to

promote 21st century learning skills?

Principle Two: Strategies and Materials

Goal setting for students improves performance (Ying, 2008)

Teaching time management (Ying, 2008) Immediate feedback (Cunningham, 2010) Communication that includes questioning

the student to focus their learning (Cunningham, 2010)

Peer to Peer discussions

Important Strategies

The bulk of the class should contain material that must be read (Cunningham, 2010)

Video Supplements Collaborative Projects Flexible Syllabus that still provides structure

(Cunningham, 2010) Digital Handouts Digital models or manipulative

Appropriate Materials

Evaluation and reflection is a key part in learning and in distance learning. The process is beneficial to both the student and the instructor. Experts (Thorpe, 2000) recommend giving feedback to the student after they reflect.Key Ways to Evaluate and Reflect (Thorpe, 2000) Surveys Questionnaires Journal Entries

Principle Three: Evaluate and Reflect

What did you learn from the course? What difficulties did you encounter? What were your strengths/weaknesses? How would you improve the course to learn

more? How could you do your own work to be

more successful?

Example Questions that are Beneficial

Deeper self awareness Higher analytical thinking Future improved course instruction Periodic reflections can improve performance

Deep understanding of materialsFor more information on using reflection in the nontraditional classroom, watch this video clip Online Writing And Reflection Activities

Benefits of Reflection and Evaluation

http://www.instructionaldesign.org/models/assure.html

Cunningham, J. (2010). Self-Direction: A Critical Tool in Distance Learning. Common Ground Journal, 7(2), 89-100. Retrieved from EBSCOhost

Thorpe, M. (2000). Reflective learning and distance learning--made to mix by design and by assessment. Information Services & Use, 20(2/3), 145. Retrieved from EBSCOhost.

Ying, W., Huamao, P., Ronghuai, H., Yanhua, H., & Jingjing, W. (2008). Characteristics of distance learners: research on relationships of learning motivation, learning strategy, self-efficacy, attribution and learning results. Open Learning, 23(1), 17-28.

References