TOJET: The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
Copyright The Turkish Online Journal of Educational Technology
136
INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL
Prof. Dr. Aytekin İŞMAN
Sakarya University, Turkey
isman@sakarya.edu.tr & ismanay@hotmail.com, www.aytekinisman.com
INTRODUCTION
Instruction is a plan of teaching & learning activities in which learning is organized. This instructional plan
motivates students to learn. The aim of instruction is to make the learning process take place. According to
Gustafson (1996), instructional design is:
1. analyzing what is to be taught/learned;
2. determining how it is to be taught/learned;
3. conducting tryout and revision; and
4. assessing whether learners do learn.
Instruction is a systematic process in which every component (i.e. teachers, students, materials, and learning
environment) is crucial to successfully learning (Dick & Carey, 1996). Instruction deals with teaching and
learning activities. These activities should assist students to learn knowledge and move this knowledge from
short term memory to long term memory. To do that, students need to learn how to rehearse, encode, process
and feedback new knowledge to be able to remember when they need.
In the instructional design process, there are a lot of factors that should be taken into consideration. These factors
are closely related to each other and affect each other to a certain extent. These factors should be organized in the
instructional design steps. For example, if the goals and objectives are not chosen, specified or written properly,
then the next and other steps will contain some problems because of the inappropriate and incomplete items in
the previous step. In the instructional design, the steps are all interrelated with each other. It is very important to
order the steps in a way that will be logical and in relation with other steps. In other words, instructional design
is a big responsibility to design teaching and learning activities. All steps should be thought and chosen carefully
and should be ordered in a meaningful way. Every detail can play an important role during the implementation.
Every decision should be given due to a reason, not just for the sake of doing so. The designer should be fully
aware of the relationship among the steps. During the teaching and learning process, the designer should collect
reliable data about the students, their backgrounds and their prerequisite learning. Due to the reason that they
play an important role on the outcomes of instruction, they should seriously taken into consideration and help
designer to create a model that will help them to keep a balance between them. An instructional design model
gives method and implication to design instruction. During the instructional design process, I.D. models help
educators to visualize the problem. If the instructional design model solves the learning-teaching problems, it
means that it is an effective instruction.
Effective instruction is instruction that enables students to acquire specified skills, knowledge, and attitudes
(Reiser & Dick, 1996). During the effective instruction, students can be motivated well. To motivate students in
the instruction process, all factors must be determined well. During determination process, there are four
important principles that play key role. These principles are listed below:
1. Begin the planning process by clearly identifying the general goals and specific objectives students will be
expected to attain;
2. Plan instructional activities that are intended to help students attain those objectives;
3. Develop assessment instruments that measure attainment of those objectives;
4. Revise instruction in light of student performance on each objective and student attitudes towards
instructional activities (Reiser & Dick, 1996).
Teachers should follow these principles in order to apply successfully their instruction. The major goal of
instructional design is to demonstrate planning, developing, evaluating, and managing the instructional process.
At the end of this process, it can be seen the student learning performance in instructional activities based upon
defined goals and objectives. Instructional design pays attention to instruction from the learner perspective than
from the content perspective which is traditional approach. According to Kemp, Morrison and Ross (1994), it
involves many factors that influence learning outcomes, including such questions as these:
1. What level of readiness do individual students have for accomplishing the objectives?