Please enable JavaScript.

Coggle requires JavaScript to display documents.

Chapter 5: Instructional Design for Distance Education (Issues To Address…

- - - - "What are students ages,, cultural background, interests, and educational levels?" (Simonson, 2015, p. 132)
      - What is the level of familiarity if the students with the instructional methods and technological delivery system under consideration?" (Simonson, 2015, p. 132)
      - "How will the students apply the knowledge gained in the course, and how is this course sequenced with other courses?" (Simonson, 2015, p. 132)
      - "Can the class be categorized into several broad subgroups, each with different characteristics?" (Simonson, 2015, p. 133)
    - - Instructional Context: Learners do better when they have a clear understanding of why they are doing something in a course. They like to know why the instructor has asked them to do an activity. Learners need to know why they are doing something in order for them to fully understand why it is useful to them.
      - Orienting Context: This means that the students understand the reason they are taking the course.
      - Transfer Context: The instructor needs to have an understanding of what is important in the content so that the learners will be able to apply it in the real world.
  - - - Operation of equipment.
      - Additional cameras in the classroom. Everything needs to be ready to go so that learners at any site can see materials.
      - What the learners are viewing during a lesson. Should they be looking at the instructor, materials, or other visuals
  - - - The instructor needs to make sure that they are ready for the course to begin. The entire course should be planned out and ready to go before the course begins.
      - Communication: Instructors need to be sure to be open and honest with learners about the way they would like to be contacted and when they will be available. This can be a stressor to some learners if they are unsure of what to expect.
      - Making sure that course dates and assignment due dates are clearly explained to the learner at the beginning of the course. This allows for learners to plan for when they need to complete various activities for the course.
      - Advising learners on how often and for how long they will need to work on a course is essential to the success of the learner.