Developing an Instructional Strategy for E-Learning Courses

Developing an Instructional Strategy for E-Learning Courses

Developing an Instructional Strategy for E-Learning Courses

One of the biggest difficulties that we as Instructional Designers face, is how to keep our audience motivated and active enough, to not only complete, but also to enjoy the learning, in the course we set before them. In this article, we will have a close look at some strategies, which will be helpful for Instructional Designers, to enhance their courses and the learning experiences of learner.

After setting the learning objectives, developing an instructional strategy is the phase, where the training specialist makes important choices about the structure of the course and its methods.

We will now take a look on the main topics that the training specialists consider, when they design a strategy. These are:

  • How to group the course material?
  • What methodologies are to be used to present the material?
  • How the assessment will make understand the quality and quantity of knowledge acquired?

Sequencing and assembling of the Content

The designer of the course has to understand the related topics, to make sense of the process of learning. We cannot teach everything at a same time, as this may result in confusion and deviate from the goal of learning objectives. He has to group the related topics that will be formed, as a module of the course.

Once the grouping of the topic is done, the designer has to organize the content, according to the importance in the course structure. The content in the group must be sequenced and then the groups themselves must be sequenced further. The appropriate sequencing approaches, which will make the greatest logical flow for learners and the course content are:

  • General-to-Specific
  • Known-to-Unknown
  • Step by Step
  • Whole-to-Part
  • Part-to-Whole

Choosing of the Methodologies

The presentation of the course material is decided by the designer, so he has to decide what type of activities and exercises he can add in, for engagement and motivation of the learner. The examples of few different types learning activities are:

  • Drills
  • Scenarios
  • Modeling
  • Mnemonics
  • Applied practice

Generally, the course’s activities and exercises must be appropriate, with the type of learning the audience will be asked to do.

Crafting of Assessments

After the process of analyzing needs, creating the learning objectives and designing the course, the designer has to create assessment tools, which will check the progress of the learner. The assessment of the course should always measure the progress of learner and go with the learning objectives in parallel.

Examples of few different types of assessments tools, which instructional designers can use, in the process of testing the progress, are:

  • Fill-in-the-blank
  • Completion
  • Multiple-choice
  • Matching
  • Product checklist
  • Live performance checklist
  • True/False

No matter what information and patterns we use, but these steps in the process of developing the course chain, link to form a complete instructional strategy to help designers achieve the course’s learning objectives.

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