Instructional Strategies for E- Learning C. Candace Chou, Ph.D. University of St. Thomas

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)

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

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

Learning Components Gagné’s 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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Outline of Learning Components I A. Preinstructional activities 1. Motivating learners (Keller’s ARCS: attention, relevance, Confidence, & Satisfaction) 2. Informing the learner the objectives 3. Informing the learner of prerequisite skills B. Content presentation 1. Instructional sequence 2. Content 3. Examples C. Leaner participation 1. Practice 2. Feedback

Outline of Learning Components II D. Assessment 1. Entry behavior test 2. Pretest 3. Posttest E. Follow-through activities 1. Memory aids for retention 2. Transfer considerations *Note: B2, B3, C1, and C2 are repeated for each instructional objective or cluster of objectives) (From Dick and Carey’s modified version)

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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