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Instructional strategies used to design and deliver courses online

, Texas A&M University, United States

Texas A&M University . Awarded


The purpose of this study is to determine if instructors teaching courses online use components of Reigeluth and Merrill's General Model of Instructional Design to design and deliver post-secondary instruction. The study identifies the instructional strategies employed by online instructors and compares them to three components of the model.

To achieve this purpose, survey research methodology was used to collect, analyze, and report on the data. A written questionnaire of ten open-ended questions corresponding to the three components of the model served as the data collection instrument. Semi-structured interviews also were conducted with selected instructors.

The research population for this study was 78 instructors who teach courses online at post-secondary institutions. The 56 instructors who completed the written questionnaire formed the research sample, giving a response rate of 72%. An "Informed Sub-sample" of 12 of the instructors who responded was selected to participate in semi-structured interviews to obtain supplemental data. Data From the questionnaires and the interviews were entered into a database and analyzed.

The responses indicate that instructors do use instructional components from the General Instructional Design Model. The most used is the "methods" component, and all three of the method variables--organization, delivery, and management--are emphasized equally. There is a mixed opinion among the instructors regarding the "conditions" component of the model. Although some instructors consider this component important, a few regard it as unnecessary and hence do not consider it when designing and delivering courses online. Finally, the least used is the "outcomes" component. Among the outcome variables of the model, individual learner outcome is most emphasized.

Moreover, the instructional strategies identified by this study reveal that online instruction is less teacher-centered and more student-centered than traditional classroom instruction. The role of the online instructor is not merely that of a provider of information, but rather that of a facilitator, collaborator, guide, and motivator for the students. Student-focused instructional strategies, such as communicating with students, promoting interaction, giving feedback, facilitating discussions, creating learner-centered activities, and ensuring flexibility, are prominent in online course design and delivery.


Kodali, S. Instructional strategies used to design and deliver courses online. Ph.D. thesis, Texas A&M University. Retrieved November 15, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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