Understanding Online Instructional Modeling: Theories and Practices

Citation

Jacobs, L. (2008), "Understanding Online Instructional Modeling: Theories and Practices", Online Information Review, Vol. 32 No. 6, pp. 873-875. https://doi.org/10.1108/14684520810924033

Understanding Online Instructional Modelling addresses a contentious issue in education. This edited collection supports previous views that the economic, social and cultural changes in education have led to an irreversible shift from traditional space‐and‐time‐bound instruction to one that is supported by technologically‐enhanced programmes. This shift has created an imminent need for guidance in online teaching and learning to ensure that educators and designers use technology more effectively in teaching practice and instructional design.

Instructional modelling, by definition, is the use of instructional models used to systematically demonstrate how to incorporate an integrated set of strategy components in instruction to achieve desired learning outcomes. Within an online education environment instructional modelling is applied within a systematic approach to ensure effective online teaching and learning. Best practices from the online community of educators are discussed, which can be used effectively within the online instructional environment to effectively design, develop and manage online teaching and learning.

In support of the above topics, the source is divided into three sections. Section 1 focuses on the theoretical perspective of online instructional modelling, while Section 2 focuses on teaching and learning. Section 3 examines the multidisciplinary perspectives related to online instructional modelling.

In Section 1 the concept of functional relevance is introduced. The functional theory is based on the assumption that educational technologies can succeed only to the extent that they are relevant to teaching and learning. Content included in this section further relates to the importance of functional relevance in online and web‐based instructions with an emphasis on learner needs and perceptions. The thinking pertaining to the relationship between instructional environments and learning is also examined. Chapter 3 of this section explores the theoretical framework of online instructional modelling by examining the theory‐to‐practice perspective on online learning.

Section 2 focuses on the teaching and learning part of online instructional modelling. Gigue, Formica, Harding and Cummins state in Chapter 5 that designing online training courses for large numbers of participants is challenging. Their motivation for this statement is that the learning environment has to be structured in such a way that it ensures equal interaction and creates an environment in which participants perceive the learning as valuable and the objectives as achievable.

Chapter 6 provides a critical examination of the ubiquity of instructional technologies that drive the adoption and practical implications of using instructional technology. Blended learning is offered as a compromise to fully online learning or the strict adherence to traditional lecture‐based instruction. A particular approach to blending learning is examined through the use of an online learning system.

Section 3 focuses on the multidisciplinary perspective of online instructional modelling. The relationship of online gaming and feedback types in facilitation, challenges and solutions in delivery and online integration of information literacy in an environmental management systems course are discussed in the chapters related to Section 3. Of particular importance in this section is the chapter on cognitive adaptive instructional systems for learners with special needs. This chapter provides a perspective on the problems, challenges and opportunities faced by the instructors and designers of information technology in assisting learners with special needs to learn more effectively in the online environment.

As a reference for any person working or offering courses in an online environment, this book provides information to bridge theories and practice, address emerging issues in online pedagogy and instructional modelling and provide information on best practices in online teaching and learning. It is written mainly for educators and provides guidelines and detailed information on online instruction and how learner characteristics, media, communication and cultural differences affect online instruction and modelling. Beyond the educational community, anyone interested in e‐learning will find this book a useful companion to help them understand and apply online learning in a variety of environments.