ID+Paper+1

My research interests include student motivation in online learning environments. I enjoy reading about why students choose online learning, how they progress in this setting, and what motivates them to continue pursuing online education. Learners’ characteristics and needs are a part of these topics in addition to analyzing and constructing appropriate assessments for the students in an online environment. I read several articles in regards to this topic and chose two as my focus in this paper. I used Education Full-Text, ERIC, and Google Scholar to conduct literature searches using the terms//: instructional design//, //learner characteristics in instructional design//, and //adult traits in instructional design//. The subsequent discussion will summarize each article and discuss their ideas as it relates to my practice. The first article by Kathleen Cercone, //Characteristics of Adult Leaners with Implications for Online Learning Design//, discussed four prominent adult learning theories, the characteristics of adult learners, and the influence these characteristics have on course design. This article was selected for its detailed list of recommendations for course development based up on adult learning theories. It did a decent job of explaining each theory as they relate to student considerations for instructional design. According to Morrison, Ross, Kalman, and Kemp (2011), a learner analysis is a beginning step for an instructional designer when creating the learning objectives for a course. Personal and social characteristics is one area that should be considered (Morrison, et al., 2011). Cercone summarizes the underlying components of andragogy, experiential learning, self-directed learning, and transformational learning. Overall, the theories conclude that online adult students tend to be self-motivated, self-directed, want to use their experience, and aim to apply new knowledge in either their work or home environment. These theories inform her 13 recommendations for online course development. I teach both adult and high school math students in two separate online settings. The research on secondary student motivation and persistence is limited although some scholars contend that the adult learning theories are applicable to secondary students (Schaeffer & Konetes, 2010). I have the opportunity to experience both settings and can therefore witness the traits of successful online students at both levels. For the purposes of this paper, I will discuss the traits of adult learners and how they influence instructional design. In my adult courses, the range of ages and experience varies greatly. I have new high school graduates all the way to senior citizens. Their math ability covers all parts of the spectrum from those comfortable with the content to those who panic with the thought of math. The difference in student background also produces thoughts of how learning should occur online. Students apply their educational histories when engaging in a technology-enhanced setting. For older students, this could mean taking a passive approach to learning in addition to “unlearning” their old beliefs (Cercone, 2008). They are accustomed to a teacher delivering the content. The implications for instructional design include discussion where students can ask questions, read comments, and reflect, encourage sharing among the learners, create multifaceted projects, and help students work through the conflict that can arise in adjusting to a new setting (Cercone, 2008). The above recommendations are somewhat feasible in my setting. I have little control over the course shell. However, I have students post introductions during the first week of class in a public forum. I am able to ascertain a little about them which can include age, life obligations, and math ability. My course comes towards the end of their programs of study so the students are fairly competent in basic computer-related tasks however; it is usually the first online math course. The main challenge is to helping students to become self-directed learners. Most of my students are used to the traditional method of math instruction with a teacher in a classroom. They have to relearn how to learn math in this setting. One way I could modify my approach is to have the students interact more with one another in the forums by encouraging them to answer each other’s’ questions and clarify concepts. This practice can help them decrease instructor dependency and thus move them towards self-directed learning. The social aspect of online instruction is a recurrent theme in the literature and incorporated in Garrison, Anderson, and Archer’s Community of Inquiry theory. The second article I reviewed was //Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning// (van Merrienboer, Kirschner, & Kester, 2003). This article discusses the cognitive load of tasks, scaffolding to reduce anxiety, and 4C/ID model. I chose this reading because it relates to the psychological component of learners, another factor in the process of designing instruction based on the learner’s needs. The author discusses scaffolding as a way to help learners with content. This involves a “combination of performance support and fading” (van Merrienboer, et al., 2003). Too much or too little support can hinder the students’ ability to learn, therefore the type and timing of support is crucial. Further, the sequencing and types of learning tasks are other important factors in instructional design. Instructional design strategies subscribe to breaking down complex tasks into simpler parts to reduce the cognitive load (van Merrienboer, et al., 2003). I found this article germane to an online math course. It is feasible to utilize scaffolding and sequencing to reduce students’ cognitive load thereby reducing their math anxiety. Students have a tendency to look at the course content as a whole and become overwhelmed. Thus it is imperative to break down the sections appropriately to reduce anxiety. In the 4C/ID model, the third option is part-task practice (van Merrienboer, et al., 2003). This allows students to practice a small component of a larger task. It is a feasible model for math instruction in that students can practice skills separately and then combine them in more advance problems. As a content expert, a can identify how to apply this model in thematic units. In conclusion, these articles were selected to further explore assessing learner characteristics as a stage in the instructional design process. In order for the instructional goals and content to be designed effectively, a thorough assessment of the type of learner is necessary. The diverse student population is due to the increase in adult online learning. Consequently, it is critical to learn about the varying types of students in order to design course goals and objectives that best meet the learners’ needs.

References Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. //AACE Journal, 16//(2), 137-159.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2010). //Designing Effective Instruction//, 6th ed. Hoboken, NJ: Wiley.

Schaeffer, C. E., & Konetes, G. D. (2010). Impact of learner engagement on attrition rates and student success in online learning. //International Journal of Instructional Technology & Distance Learning, 7//(5), 3-9.

van Merrienboer, J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. //Educational Psychologist//, 38(1), 5-13.