Abstract

The blurring of distinctions between online and distance education in many parts of the developed world has led to reflections on the strategies and processes by which we create effective online learning environments for the distance education learner. In this article we argue that the foundational models of instructional design that typically inform the design, development, and delivery of online environments do not always support the epistemology and pedagogy that embodies the online environment. Through an analysis of current approaches to instructional design we present a case for adopting principles of emergence theory as a means to best harness the power and potential of design and development for online distance education. Using a prototype three-phase design model that embodies emergent principles we advocate that to achieve the full potential of interaction and community networks through online communications requires a repositioning of roles and processes associated with "instructional design." (Contains 2 tables.)

Citation

Irlbeck, S., Kays, E., Jones, D. & Sims, R. (2006). The Phoenix Rising: Emergent Models of Instructional Design. Distance Education, 27(2), 171-185. Retrieved August 7, 2024 from https://www.learntechlib.org/p/99490/.

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Keywords

• case studies
• distance education
• instructional design
• online courses