An Ontological Approach to Online Instructional Design

Issues Of Applying Traditional Instructional Design Models To Online Learning

Studies over the last decade have focused on the issues related to the applicability of traditional instructional design models to e-Learning (Akbulut, 2007; Rutherford & Kerr, 2008). Research in this field has so far produced mixed results. Some believe that traditional instructional design models can be universally applied to any instruction, online or offline (Anglada, 2008; Bi, 2000). Others argue that traditional instructional design models may not fit e-Learning due to their rigidity and lack of flexibility in design (DeSchryver & Spiro, 2008; Gunawardena, Ortegano-Layne, & Carabajal, 2006; Koh & Branch, 2004). Crawford (2004) explored online learning and traditional instructional design and found that there were apparent discrepancies between the two models. According to Crawford, the e-Learning model allows for exploratory, constructivist concept building whereas the traditional instructional design model is procedure-centric which allows little room for creative learning. Consistent with Crawford’s finding, Barron, Orwig, Ivers, and Lilavois (2002) found mismatches between traditional design models and e-Learning models in terms of individualized learning, collaboration, instructional delivery, and instructional design.