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Constructivist Instructional Design: A Blueprint for Online Course Design

Constructivist Instructional Design: A Blueprint for Online Course Design

Carlos R. Morales
Copyright: © 2010 |Pages: 19
ISBN13: 9781605667829|ISBN10: 160566782X|EISBN13: 9781605667836
DOI: 10.4018/978-1-60566-782-9.ch002
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MLA

Morales, Carlos R. "Constructivist Instructional Design: A Blueprint for Online Course Design." Handbook of Research on Human Performance and Instructional Technology, edited by Holim Song and Terry T. Kidd, IGI Global, 2010, pp. 24-42. https://doi.org/10.4018/978-1-60566-782-9.ch002

APA

Morales, C. R. (2010). Constructivist Instructional Design: A Blueprint for Online Course Design. In H. Song & T. Kidd (Eds.), Handbook of Research on Human Performance and Instructional Technology (pp. 24-42). IGI Global. https://doi.org/10.4018/978-1-60566-782-9.ch002

Chicago

Morales, Carlos R. "Constructivist Instructional Design: A Blueprint for Online Course Design." In Handbook of Research on Human Performance and Instructional Technology, edited by Holim Song and Terry T. Kidd, 24-42. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-782-9.ch002

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Abstract

With the continuous growth of online learning in higher education, the need to design course materials that capitalize and leverage on the richness of the Internet and learning technologies has taken on new dimensions. Constructivist theory paired with instructional design models is believed to have a positive influence on the design of learning environments that apply content to real-life situations. Constructivist instructional design for online learning challenges instructional designers regarding the philosophy and methodology to be used, while it provides the conditions for learner-centered instruction. Instructional design and learning theories have been separated into their own arenas. Developing online learning environments using constructivist instructional design addresses and serves the learning needs of students by providing opportunities for increased knowledge construction and participation.

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