Abstract

Though distance education can be a different educational experience from more traditional classroom instruction, it is, nonetheless, founded in instructional systems design (ISD). As such, the creation of effective distance courses should be based on a theoretical model that takes into account considerations specific to distributed learning environments. This article discusses an instructional design model that addresses such issues, as supported by the distance education literature. Unlike other ID models, however, this model is founded on the notion of pragmatism, due to the intensive nature of the logistical and technological systems that must be in place for distance education to function. This is not to say that pedagogical concerns are secondary, but those designing and implementing distributed learning experiences must realize the driving force that pragmatic issues will be upon their programming. This instructional design model is proposed out of necessity to identify the unique influences of distributed learning environments on the design process, and to suggest considerations that differ from the creation of traditional face-to-face instruction.

Citation

Willis, L.L. & Lockee, B.B. (2004). A Pragmatic Instructional Design Model for Distance Learning. International Journal of Instructional Media, 31(1),. Retrieved August 14, 2024 from https://www.learntechlib.org/p/63296/.

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Keywords

• content analysis
• Course Content
• curriculum development
• Delivery Systems
• distance education
• Educational Objectives
• feedback
• instructional design
• instructional materials
• models
• Needs Assessment