Instructional Design Principles
Instructional Design Principles
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Principles of effective course design for distance learning and in-person environments.
Most of these principles can apply and overlap to both in-person and online learning.
Principle 1: Student-centered
Principle 1: Student-centered
(Daud & Hardian, 2021)
(Daud & Hardian, 2021)
In-Person Learning
In-Person Learning
"Respect for diverse learning preferences integrates direct experiences outside the classroom that include shadowing and interning, and indirect experiences in the classroom that include case study development, simulations and stories (Storytorials; Fink 2013)" (Tanis, 2020, p. 3)
Online Learning
Online Learning
"In other words, learning design and the choice of learning platform must be an option that allows students to be more active in carrying out and experiencing learning activities" (Daud & Hardian, 2021, p. 114).
Students excel in the online classroom when allowed to engage and demonstrate ability with activities that match their learning preferences (Johnson 2014)" (Tanis, 2020, p. 3).
Principle 2: Interactive
Principle 2: Interactive
(Daud & Hardian, 2021)
(Daud & Hardian, 2021)
In-Person Learning
In-Person Learning
Students will interact with the material in-person by being able to collaborate and share ideas.
Students will be able to interact with material by doing hands-on activities.
Interactivity "...can be in the form of questions and answers between teachers and students, discussion, and interchange of ideas and feedback from teachers or classmates (peer-feedback)" (Daud & Hardian, 2021, p. 114).
Online Learning
Online Learning
"Teachers must multiply numerous activities that allow students to explore the materials presented independently" (Daud & Hardian, 2021, p. 114).
Teachers will use videos, interactive videos, playlists, etc. to encourage students interactivity with materials.
"At least, teachers can provide numerous Youtube links or certain websites related to enrichment and variations of the material presented" (Daud & Hardian, 2021, p. 116).
"Horton (2012) explains that online classes need to be designed where three important activities could take place: absorb, do, and connect. 'Absorb' refers to activities that allow students to absorb knowledge by reading or watching, or listening. 'Do' is observed when students do practice or find activities to deepen learning. Meanwhile, connect, one of which is dislodged when students complete activities designed to connect what they learn with their life and work" (Daud & Hardian, 2021, p. 116).
Principle 3: Communication
Principle 3: Communication
In-Person Learning
In-Person Learning
"...group work instead of solo activity is recommended to prevent isolation and encourage critical thinking and application of course content. ‘Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated’ (Johnson 2014, p. 43)" (Tanis, 2020, p. 2).
Online Learning
Online Learning
"Faculty-student communication creates a sense of online community..." (Tanis, 2020, p. 2).
"Student-student communication and collaboration provides opportunities for students to share experiences, resources and ideas, and engage in learning as a community..." (Tanis, 2020, p. 2).
"...the online classroom should be constructed and facilitated in such a way to avoid feelings of isolation and loneliness. Interaction can be facilitated through the use of carefully constructed written discussions and the use of student-generated audio and video responses..." (Tanis, 2020, p. 2).
Principle 4: Collaboration
Principle 4: Collaboration
In-Person Learning
In-Person Learning
"Students feel the level of comfort and safety needed to express their ideas in a collaborative context and present themselves as real and functional human beings" (Daud & Hardian, 2021, p. 115).
"The existence of interaction and establishing a conducive atmosphere for learners will create a sense of community, namely the feeling of being in a learning community in which all members are ready to support each other"(Daud & Hardian, 2021, p. 115).
Online Learning
Online Learning
"...cognitive presence is related to an online learning atmosphere or learning environment that supports the development and growth of critical thinking skills" (Daud & Hrdian, 2021, p. 115).
"...if the atmosphere of online learning is designed as positively as possible, it is expected that the online class community will appear at what he calls a community of inquiry. It refers to a community with a strong interest, a high enthusiasm, and persistence in following the process to figure out the answer to a question in class" (Daud & Hrdian, 2021, p. 115).
Principle 5: Active learning
Principle 5: Active learning
In-Person Learning
In-Person Learning
"High performance expectations, respect for diverse learning preferences, active learning techniques and appropriate time for tasks are necessary for student engagement in class content" (Tanis, 2020, p. 2).
While in-person, students can work in groups and move around classrooms to act out material or create materials to better understand the information presented to them.
Online Learning
Online Learning
"Active learning encourages students to engage in the course content with their colleagues" (Tanis, 2020, p. 3)
Online learning will make active learning more important because students will need to interact with the material to better understand it (Daud & Hardian, 2021, p. 114).
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