Journal of Online Learning Research and Practice
structional design models that “ provide guidelines or frameworks to organize and structure the process of creating instructional activities ” ( Culatta & Kearsley , n . d ., para . 1 ).
Table 3 . Instructional Design Models , Culatta and Kearsley , InstructionalDesign . org
4C-ID Model ( Jeroen van Merriënboer )
ADDIE Model
Algo-Heuristic Theory ( Lev Landa )
ARCS ( John Keller )
ASSURE ( Heinich , Molenda , Russel & Smaldino )
Gerlach-Ely Model , Hannafin-Peck Model
Goal-based scenarios
Instructional Systems Design ISD
Integrative Learning Design Framework for Online Learning ( Debbaugh )
Iterative Design
Backward Design ( Wiggins & McTighe ) Spiral Model ( Boehm )
Cognitive Apprenticeship ( Edmondson )
Component Display Theory ( David Merrill )
Conditions of Learning ( Robert Gagne )
Criterion Referenced Instruction ( Robert Mager )
Dick and Carey Elaboration Theory
Discovery Learning Empathic instructional design
Rapid Prototyping ( Tripp & Bichelmeyer )
Kemp Design Model ( Morrison , Ross , and Kemp )
Kirk and Gustafson Model
Organizational Elements Model ( OEM ) ( Roger Kaufman )
Successive Approximation Model ( SAM )
Transactional Distance ( Michael Moore )
These instructional design models continue to inform course and program design within distance and online education .
Anderson and Dron ( 2011 ), authors of Three Generations of Distance Education Pedagogy , developed a historical overview of distance education pedagogy . The three generations of distance education pedagogy included :
• First generation , cognitive-behaviourist pedagogy ;
• Second generation , social constructivist pedagogy ; and
• Third generation , connectivist pedagogy . ( Anderson & Dron , 2011 , p . 80 )
Anderson and Dron ( 2011 ) examined the three pedagogical models of distance education “ using the community of inquiry ( COI ) model ( Arbaugh ,
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