Events of Instruction

2011 ◽  
pp. 132-145
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Lesson Planning ◽  
Learner Motivation ◽  
Learner Centered ◽  
Events Of Instruction

In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific lesson planning and methods to gain attention and stimulate motivation in distance education. What are Gagné’s Nine Events of Instruction and how do these events impact lesson planning? Why use icebreakers and openers in the lesson? How do you stimulate learner motivation? What kinds of things should be included in the closing segment of a lesson?

Writing Instructional Objectives

2011 ◽  
pp. 118-131
Author(s):  
Kim E. Dooley ◽  
James R. Linder ◽  
Larry M. Dooley
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Adult Learning ◽  
Design Process ◽  
Learning Needs ◽  
Instructional Objectives ◽  
Learner Centered ◽  
Diverse Learning ◽  
Delivery Strategies ◽  
Education Delivery

In the last chapter we discussed learner-centered instruction and gave you an overview of systematic instructional design. One of the first considerations after determining the needs of your audience, the potential learners, and the content to be delivered is to formulate instructional objectives. Instructional objectives are written by the instructor to guide the design process, and must consider distance education delivery strategies and principles of adult learning. Often these objectives will be negotiated with the learner so that they will meet their individual needs (e.g., learning contracts). Keeping in mind that learners have diverse learning needs and preferences, it is important to understand the three major domains of learning: cognitive, affective, and psychomotor. Helping you to do so are guideposts to ensure that the instructional objectives are written so that they measure the intended outcomes. How do you write instructional objectives that are specific and measurable? Why is this important?

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

The Experts in Design of Distance Nursing Education

2018 ◽  
pp. 18-33
Author(s):  
Belgin Boz Yuksekdag
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Learning Styles ◽  
Support Services ◽  
Education Programs ◽  
Learner Centered ◽  
Teacher Centered

In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.

CTE Distance E-Learning Application

2009 ◽  
pp. 408-420
Author(s):  
Brenda C. Ledford
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
21St Century ◽  
Change Strategies ◽  
Pedagogical Approach ◽  
Learner Centered ◽  
E Learning ◽  
Pedagogical Theory ◽  
Changing Role

E-learning application within distance contexts is growing rapidly as a solution to the demands and needs of CTE learners in the 21st century. Effective and sustainable application begins with understanding the connective relationship e-learning enjoys with distance education. In conjunction with this link, pedagogical theory and practices successfully utilized within distance education are of relevance to CTE educators and practitioners if successful application is to be attained. This chapter delves into the prominent theories and practices of distance education centered on a learner-centered approach. Also discussed is the changing role of the instructor and learner within this pedagogical approach. Although challenges and barriers emerge with change strategies, CTE has distinct advantages for successful transition and application. Central to the learner-centered approach is the characteristics and capabilities of Web 1.0 and Web 2.0 technologies which continue to regulate and necessitate consideration of the learner-centered approach within distance contexts.

Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs

2021 ◽  
pp. 202-219
Author(s):  
Serhat Koca ◽  
Birol Gulnar ◽  
Murat Aytas
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Public Education ◽  
Student Satisfaction ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Education Programs ◽  
Web Based ◽  
Guidance Program ◽  
Private And Public

Web-based distance education method (WBDE) is used by many private and public education institutions today. Through this educational application, instructors can deliver training content to students or participants from all over the world, synchronously and asynchronously. Within the scope of WBDE applications, trainings are carried out through websites with many different structures and interfaces. In this direction, in the process of conveying the said training method to the recipients, the way the education is provided in terms of instructional design and technical dimension becomes very important for the satisfaction of the recipients. In this context, the measurement of student satisfaction level regarding instructional design and technical dimension in web-based distance education programs has been studied on the example of Spiritual Guidance program. In this direction, it is thought that the study of distance education programs in terms of instructional design and technical dimension will contribute to the researches to be put forward in this direction.

The Experts in Design of Distance Nursing Education

2015 ◽  
pp. 106-120
Author(s):  
Belgin Boz Yuksekdag
Keyword(s):  
Distance Education ◽  
Nursing Education ◽  
Learning Styles ◽  
Support Services ◽  
Education Programs ◽  
Learner Centered ◽  
Teacher Centered

In this chapter, the author answer the question, How should the experts approach the design of distance nursing education? In this context, firstly, the chapter focuses on the importance of continuity of education and distance education for nurses. Secondly, it discusses the design of distance nursing education programs and the issues to be taken into account by experts. Thirdly, it explains the issues that need to be addressed in distance nursing education such as transition from teacher-centered approach to learner-centered approach, learning styles of learners, technology, interaction, presentation of content, and support services. Lastly, the chapter offers solutions and suggestions.

Interactivity and Immediacy in Online Academic Programs

2016 ◽  
pp. 76-90
Author(s):  
Neal Shambaugh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Best Practices ◽  
Academic Programs ◽  
Faculty Members ◽  
Pedagogical Issues ◽  
Online Programs

Attention to the quality issues of distance education in higher education has focused primarily on courses. Entire academic programs are now delivered online, and faculty members must spend a significant amount of resources in addressing curricular-issues of online programs, as opposed to pedagogical issues for the courses they teach. Priorities for instructor interactivity and immediacy can become explicit goals for all learning experiences in academic programs. This chapter is organized in three parts: (1) the value of using interactivity/immediacy in the design of extended learning academic programs, (2) instructional design best practices for developing interactivity and immediacy in online academic programs, and (3) recommendations for different level of academic programs, including undergraduate, master's, doctoral, and specialized programs, including teacher education, certificates, and professional development.

A Theoretical Model for Designing Online Education in Support of Lifelong Learning

2011 ◽  
pp. 29-45 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Lifelong Learning ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
Course Design ◽  
Web Based ◽  
Individualized Learning ◽  
Learner Centered ◽  
New Strategies

The escalating infusion of online education to promote lifelong learning has triggered a re-examination of teaching and learning not witnessed since perhaps the advent of the printed textbook. Textbooks changed the landscape of individualized learning as professors added reading to their inventory of instructional strategies. Today, distance education, in all its manifestations from programmed instruction to Web-based courses, requires instructors to employ new strategies in course design and delivery in order to engage students and promote learner-centered activities. The rapid growth of distance education (especially for the adult learner) serves to challenge traditional methodologies in which education is designed, delivered, and assessed. This chapter introduces a new model for designing instruction using this state-of-the-art venue, an archetype for effective instructional design for lifelong learning.

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