016

rd06 12/3/2009 4:01:22

General Session - Conference Presentation Only (no formal paper)

//Carlos Morales, Lock Haven University, Lock Haven, PA, USA, cmorales@lhup.edu//
 * Incorporating Constructivist Instructional Design for Online Course Design: A Research Study**

This presentation showcases the results of a recent doctoral study that inquired about the practices and perceptions of instructional designers towards the use of constructivist theory for online course design. Constructivist theory paired with instructional design models is believed to have a positive influence as a way to design learning environments that foster the application of content to real-life situations. Instructional designers have been limited to working with classic instructional design models that are deficient in the aspects of motivation, interaction. and the application of knowledge beyond the classroom. These classic design models were not created for online learning, thus some adaptations should be made in order to accommodate problem solving, real-life application and pertinence---aspects that comprise constructivist theory. The design of constructivist learning environments is based on the creation of learning materials that pairs content with real-life events, case studies, problem-based learning, collaborative learning, and student interaction, consequently increasing student participation and collaboration and completion rates. In the case of online learning, the inclusion of these types of activities might aid adding pertinence to course activities. It has been found that inserting constructivist activities into the course design process increases student motivation and adds pertinence and value to the course as the activities allow students to construct knowledge using real-life applications.

The results of the study indicated that while instructional designers are aware of constructivist theory and its potential value for online learning, its application and utilization do not share parallel rates. This might suggest that instructional designers and faculty are not utilizing constructivist environments in online course design enough to make it the desired learning theory to be used in conjunction with instructional design models; the study results provide valid data regarding its utilization.

All Audiences Constructivist, constructivist instructional design, learning environments instructional design.