Online learning can be just as effective as traditional classroom education for certain types of learning. Technical content and theoretical rather that practical aspects of a topic are two areas that work well for on-line learning. To be effective, however, on-line learning needs to be designed with the needs of the learner in mind. To fully leverage the benefits of on-line learning, instructors need to know and apply the principles of instructional design and adult learning. Instructional design is a system for creating training programs that achieve intended, measurable results. One of the most commonly used instructional design models is “ADDIE” which stands for Analysis, Design, Delivery, Implementation and Evaluation.

• Analysis – the designer identifies the learning problem, the goals and objectives, the audience’s needs, the existing knowledge, and any other relevant characteristics. Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the learning project.
• Design – involves a systematic process of specifying learning objectives. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined here.
• Development – The actual creation (production) of the content and learning materials based on the Design phase.
• Implementation – During implementation, the plan is put into action and a procedure for training the learner is developed.
• Evaluation – This phase consists of tests designed for criterion-related items and providing opportunities for feedback from the users. Revisions are made as necessary.

In conjunction with instructional design, an instructor should also have knowledge of adult learning principles. Adult learners differ from their younger counterparts due to experiences and motivations. A younger student may need a course that provides them with facts and definitions, while a more experienced learner might be more interested in starting a second career furthering their education for immediate application at work.

Each of us has a preferred learning style – the style in which we can learn most efficiently. That style is often defined using these three dimensions:

• Active versus Reflective? Active learners attain understanding by doing or applying information. Reflective learners like to think things through before doing.
• Sensing versus Intuitive? Sensing learners like facts, are rule-oriented, and feel comfortable with repetition and routine. Intuitive learners are more interested in the relationships between facts, resent repetition, and like to innovate.
• Visual versus Verbal? Visual learners are more likely to retain what they see. Verbal learners remember words – spoken or written.

Most adult learners fall somewhere in the middle on all three dimensions. If you would like to check your own style, here is a good site: http://www.engr.ncsu.edu/learningstyles/ilsweb.html

As training and education professionals, our challenge is to create learning experiences that will work for a wide range of adult learners – not just ourselves.

How?

One way is to incorporate a variety of instructional strategies into your course design. For example, you may wish to present “how-to” information in written form for the verbal learners, as well as streaming video demonstrations for the visual learners.

Gaining an appreciation and understanding for the needs of learners will help an on-line instructional designer to better tailor the end product to achieve the learning goals.