Journal of Online Learning Research and Practice
Figure 1 . External and Internal Factors Affecting the Learning Event ( Open University Malaysia , 2006 , p . 15 ; Gagné & Briggs , 1974 , p . 11 ).
These four assumptions are foundational in research related to Universal Design for Learning , the Learning Sciences , and MBE Science .
Significant instructional design contributions by Gagné include a set of categories of learning outcomes and Nine Events of Instruction . The five types of learning outcomes are : ( a ) intellectual skills ; ( b ) verbal information ; ( c ) cognitive strategies ; ( d ) motor skills ; and ( e ) attitudes ( Gagné , 1972 ; Gagné , 1984 ; Gagné & Briggs , 1974 ). The Nine Events of Instruction are :
1 . Gaining attention ( reception ).
2 . Informing learners of the objective ( expectancy ).
3 . Stimulating recall of prior learning ( retrieval ).
4 . Presenting the stimulus ( selective perception ).
5 . Providing learning guidance ( semantic encoding ).
6 . Eliciting performance ( responding ).
7 . Providing feedback ( reinforcement ).
8 . Assessing performance ( retrieval ).
9 . Enhancing retention and transfer ( generalization ). ( Gagné , 1965 ; Gagné & Briggs , 1974 ; Gagné , 1985 ; Gagné , Briggs , & Wagner , 1992 )
Gagné ’ s processes of learning and instruction and principles of instructional design continue to inform course and program development across all modalities of educational delivery , including onsite and distance education .
Gagné ’ s processes inspired the development of additional instructional design models now prominent in dis-
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