Instructional Strategies for E-Learning

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Instructional Strategies for E-Learning

• C. Candace Chou, Ph.D.
• University of St. Thomas

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Instructional Strategies Definition

• An instructional strategy includes a sequence for
  teaching clusters of content, descriptions of
  learning components that will be included in the
  instruction, specifications of how students will
  be grouped during instruction, and selection of
  media for delivering instruction. (Dick and
  Carey, 2001, p. 186)

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Content Sequence and Clustering

• Identify a teaching sequence and manageable
  groupings of content
• What sequence to follow in presenting content to
  learners?
• From lower-level skills, left-to-right,
  bottom-to-top

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Clustering Instruction

• Ask the following questions
• The age level of your learners
• The complexity of material
• The type of learning taking place
• Whether the activity can be varied, thereby
  focusing attention on the task
• The amount of time required to include all the
  events in the instructional strategy for each
  cluster of content presented

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Learning Components

• Gagnés Conditions of Learning (1970)
• Gaining attention
• Informing learner of the objective
• Stimulating recall of prerequisite learning
• Presenting the stimulus material
• Providing learning guidance
• Eliciting the performance
• Providing feedback about performance correctness
• Assessing the performance
• Enhancing retention and transfer

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Source http//lts.ncsu.edu/guides/instructional_d
esign/Image14.gif
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Outline of Learning Components I

• Preinstructional activities
• Motivating learners (Kellers ARCS attention,
  relevance, Confidence, Satisfaction)
• Informing the learner the objectives
• Informing the learner of prerequisite skills
• Content presentation
• Instructional sequence
• Content
• Examples
• Leaner participation
• Practice
• Feedback

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Outline of Learning Components II

• D. Assessment
• Entry behavior test
• Pretest
• Posttest
• E. Follow-through activities
• Memory aids for retention
• Transfer considerations
• Note B2, B3, C1, and C2 are repeated for each
  instructional objective or cluster of objectives)
• (From Dick and Careys modified version)

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Student Grouping Media Selection

• Individual, pairs, small group, large group
• Decide whether social interaction exist in the
  performance and learning contexts, in the
  objective statements, or in the learning
  component.

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• Cyber Travel Specialist http//cybertravelspeciali
  st.com/demo/less4.htm
• A Chinese Lesson http//web1.courseweb.stthomas.ed
  u/ccchou/lesson.html
• http//www.nflrc.hawaii.edu/yuedu