Instructional design for distance learning |
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| Authors: | Jacqueline Bourdeau Anthony Bates |
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| Institution: | (1) Université du Québec a Chicoutimi and Téllé-université, 555, Boul. de l'université, G7H 2B1 Chicoutimi, QC, Canada;(2) University of British Columbia, 2329 West Mall, V6T 1Z4 Vancover, B.C., Canada |
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| Abstract: | An intrinsic link exists between instructional design (ID) and distance learning (DL). Their inextricability in the real world raises specific problems of interest in the field of ID. In no other teaching/learning situation is ID so essential as in DL. The conditions of DL make it a necessity to have long-term instructional planning, cost analysis, curriculum and course development, instructional materials development and maintenance, delivery plans, and detailed evaluation rules. Without all of these components, DL simply could not happen. It took some time for this neccessity to be acknowledged, as can be seen in the history of DL. However, ID becomes even more critical as increasingly costly and complex means are used. Conditions of learning have special features in DL, such as the role of media, since the professor, teacher or instructor is replaced by media for either transmitting information or for organizing learning activities. In this paper, the term distance learning will be used to mean media-based, remote or asynchronous learning supported by an instructional system. This paper introduces general features of DL and examines essential aspects of ID for DL, with special emphasis on ID methodologies and on media selection. |
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| Keywords: | Instructional design distance learning media |
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