Skip to main content
SpringerLink
Log in

Concurrent Design: Instructional and Motivational Strategy Planning

  • Chapter
  • First Online:
Web-Based Learning

  • 1082 Accesses

Abstract

Once the objectives are clustered, the next set of essential design tasks in the concurrent design stage is to determine the instructional and motivational strategies for online instruction. Formative evaluation continues as the instructional strategies take form. To promote a sense of continuity, the designer uses a conceptual framework for describing these instructional and motivational strategies. The WBID Model uses the WBI Strategy Worksheet as the means to frame and document such strategies. While creating these strategies, the designer must bear in mind other factors that impact online delivery: class size, navigation and learner control, feedback, and interactivity. The designer also determines the types of media to incorporate into the online instruction, if it has not already been predetermined.

This chapter begins with an overview of the main features in an LMS that influence the types of instructional and motivational strategies selected. A discussion of the conceptual framework that guides the design plan follows. We next describe the WBI Strategy Worksheet, which outlines the framework, and provide examples of how to use it. We then present two different motivational models and describe basic motivational strategies. In the last section of this chapter, several factors that affect the design are explored. Development tasks, the last part of the concurrent design stage, are the subject of Chap. 8.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: Using evidence and theory to improve practice. Journal of Computing In Higher Education, 23(2-3), 82.

    Article  Google Scholar 

  • Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). In L. W. Anderson & D. R. Krathwohl (Eds.), A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete edition). New York, NY: Longman.

    Google Scholar 

  • Alderman, M. K. (2008). Motivation for achievement: Possibilities for teaching and learning (3rd ed.). New York, NY: Routledge.

    Google Scholar 

  • Alomyan, H. (2004). Individual differences: Implications for Web-based learning design. International Education Journal, 4(4), 188–196.

    Google Scholar 

  • Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289. https://doi.org/10.3102/0034654309333844

    Article  Google Scholar 

  • Clayton, K., Blumberg, F., & Auld, D. P. (2010). The relationship between motivation, learning strategies and choice of environment whether traditional or including an online component. British Journal of Educational Technology, 41(3), 349–364.

    Article  Google Scholar 

  • Davidson-Shivers, G. V., & Reese, R. M. (2014). Are online assessments measuring student learning or something else? In P. Lowenthal, C. York, & J. Richardson (Eds.), Online learning: Common misconceptions, benefits, and challenges (pp. 137–152). Hauppauge, NY: Nova Science Publishers.

    Google Scholar 

  • Dennen, V. P., Darabi, A. A., & Smith, L. J. (2007). Instructor-learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65–79. https://doi.org/10.1080/01587910701305319

    Article  Google Scholar 

  • Denzine, G., & Brown, R. (2014). Motivation to learn and achievement. In R. Papa (Ed.), Media rich instruction: Connecting curriculum to all learners (pp. 19–34). New York, NY: Springer International Publishing. https://doi.org/10.1007/978-3-319-00152-4_2

    Google Scholar 

  • Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). New York, NY: Pearson Education, Limited.

    Google Scholar 

  • Dodge, B. (2017). Webquest.org. Retrieved from http://webquest.org.

  • Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

    Google Scholar 

  • Faculty eCommons. (2017). Exam proctoring: Review of the top five tools. Retrieved from http://facultyecommons.com/exam-proctoring-a-review-of-the-top-five-tools/.

  • Fisher, J. J. (2000). Implementation considerations for instructional design of Web-based learning environments. In B. Abbey (Ed.), Instructional and cognitive impacts of Web-based education (pp. 78–101). Hershey, PA: Idea Group.

    Chapter  Google Scholar 

  • Fisher, S., Howardson, G., Wasserman, M. E., & Orvis, K. (2017). How do learners interact with e-learning? Examining patterns of learner control behaviors. IAS Transactions on Human-Computer Interaction, 9(2), 75–98.

    Google Scholar 

  • Gagné, R. M. (1985). The conditions of learning and theory of instruction. New York, NY: Holt, Rinehart & Winston.

    Google Scholar 

  • Garrison, D., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 1–23. Retrieved from www.tandfonine.com/toc/hadjd20/current#.Uxne6z9WSo

    Article  Google Scholar 

  • Ginsberg, M. B., & Wlodkowski, R. J. (2009). Diversity and motivation: Culturally responsive teaching in college (2nd ed.). San Francisco, CA: Jossey Bass: A Wiley Imprint.

    Google Scholar 

  • Hannafin, M. J., & Peck, K. L. (1988). The design development and evaluation of instructional software. New York, NY: Macmillan Publishing Company.

    Google Scholar 

  • Hanover Research Council. (2009). Best practices in online teaching strategies. Washington, DC: Author.

    Google Scholar 

  • Hart, C. (2012). Factors associated with student persistence in an online program of study: A review of the literature. Journal of Interactive Online Learning, 11(1), 19–39.

    Google Scholar 

  • Hill, P. (2015). State of the US higher education LMS market: 2015 Edition. E-Literate. Retrieved from http://mfeldstein.com/state-of-the-us-higher-education-lms-market-2015-edition/.

  • Ingwersen, H. (2016). The top 8 free/open source LMSs. Capterra Training Technology Blog. Retrieved from http://blog.capterra.com/top-8-freeopen-source-lmss/.

  • Johnson, D. W., & Johnson, R. T. (2002). Meaningful assessment: A manageable and cooperative process. Boston, MA: Allyn & Bacon.

    Google Scholar 

  • Jonassen, D. H., & Grabowksi, B. L. (1993). Handbook of individual differences, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Keller, J. M. (1987). The systematic process of motivational design. Performance and Instruction, 26(9-10), 1–8.

    Article  Google Scholar 

  • Keller, J. M. (1999). Motivational systems. In H. D. Stolovitch & E. J. Keeps (Eds.), Handbook of human performance technology: Improving individual and organizational performance worldwide (2nd ed., pp. 373–394). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Boston, MA: Springer USA.

    Book  Google Scholar 

  • Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York, NY: Routledge.

    Google Scholar 

  • Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 15-38). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Kraiger, K., & Jerden, E. (2007). A meta-analytic investigation of learner control: Old findings and new directions. In S. M. Fiore & E. Salas (Eds.), Toward a science of distributed learning (pp. 65–90). Washington DC: APA Books.

    Chapter  Google Scholar 

  • Larson, M. B., & Lockee, B. B. (2014). Streamlined ID: A practical guide to instructional design. New York, NY: Routledge.

    Google Scholar 

  • Leung, A. (2003). Providing navigation aids and online learning helps to support user control: A conceptual model on computer-based learning. Journal of Computer Information Systems, 43(3), 10–17.

    Google Scholar 

  • Linn, R. O., & Gronlund, N. E. (2002). Measurement and assessment in teaching (8th ed.). Englewood Cliffs, NJ: Merrill/Prentice Hall.

    Google Scholar 

  • Mager, R. F. (1997). Preparing objectives for effective instruction (3rd ed.). Atlanta, GA: CEP.

    Google Scholar 

  • Markets and Markets. (2016). Learning management system market by application, delivery mode (distance learning and instructor-led training), deployment (on-premises and cloud), user type (academic and corporate), vertical and region – Global forecast to 2021. Retrieved from http://www.marketsandmarkets.com/Market-Reports/learning-management-systems-market-1266.html.

  • Maslow, A. H. (1987). Motivation and personality (3rd ed.). New York, NY: Harper & Row.

    Google Scholar 

  • Mayer, R. E. (2014). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 42–71). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Moore, M. G. (1989). Three types of transactions. In M. G. Moore & C. G. Clark (Eds.), Readings in principles of distance education (pp. 100–105). University Park, PA: Pennsylvania State University.

    Google Scholar 

  • Nagel, L., & Kotze, T. G. (2010). Supersizing e-learning: What a COI survey reveals about teaching presence in a large online class. Internet and Higher Education, 13, 45–51. https://doi.org/10.1016/j.iheduc.2009.12.001

    Article  Google Scholar 

  • Nenniger, P. (2011). Autonomy in Learning and Instruction: Roots, Frames, and Concepts of a Basic Issue. In P. R. Martin, F. M. Cheung, M. C. Knowles, M. Kyrios, L. Littlefield, J. B. Overmier, & J. M. Prieto (Eds.), IAAP handbook of applied psychology. Wiley-Blackwell: Chichester.

    Google Scholar 

  • Olgun, O. S., & Adali, B. (2008). Teaching grade 5 life science with a case study approach. Journal of Elementary Science Education, 20(1), 29–44.

    Article  Google Scholar 

  • Ormrod, J. E. (2016). Human learning (7th ed.). Boston, MA: Pearson Education.

    Google Scholar 

  • Palloff, R. M., & Pratt, K. (2007). Building learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Pappas, C. (2013). Learning management systems comparison checklist of features. eLearning Industry. Retrieved from https://elearningindustry.com/learning-management-systems-comparison-checklist-of-features.

  • Park, J., & Choi, H. J. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207.

    Google Scholar 

  • Persichitte, K. A. (2000). A case study of lessons learned for the web-based educator. In B. Abbey (Ed.), Instructional and cognitive impacts of Web-based instruction (pp. 192–199). Hershey, PA: Idea Group.

    Chapter  Google Scholar 

  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

    Google Scholar 

  • Rasmussen, K., & Northrup, P. T. (2000). Interactivity. Presentation at the Annual Meeting of AECT, Long Beach, CA.

    Google Scholar 

  • Reigeluth, C., Watson, W. R., Watson, S. L., Dutta, P., Chen, Z., & Powell, N. D. P. (2008). Roles for technology in the information-age paradigm of education: Learning management systems. Educational Technology, 48(6), 32–39.

    Google Scholar 

  • Richey, R., Klein, J. D., & Tracey, M. (2011). The instructional design knowledge base: Theory, research and practice. New York, NY: Routledge.

    Google Scholar 

  • Schwier, R. A., & Misanchuk, E. R. (1993). Interactive multimedia instruction. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Smith, P. L., & Regan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons.

    Google Scholar 

  • Sriwongkol, T. (2002). Online learning: A model of factors predictive of course completion rate as viewed by online instructors. Unpublished dissertation, University of South Alabama, Mobile, AL.

    Google Scholar 

  • Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass: A Wiley Imprint.

    Google Scholar 

  • Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. The Phi Delta Kappan, 83(10), 758–765.

    Article  Google Scholar 

  • Van Merriënboer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 104–150). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury Park, CA: Sage.

    Google Scholar 

  • Wlodkowski, R. J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (3rd ed.). San Francisco, CA: Jossey-Bass: A Wiley Imprint.

    Google Scholar 

  • Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity and motivation: Culturally responsive teaching. San Francisco, CA: Jossey-Bass Publishers.

    Google Scholar 

  • Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated courses: Instruction that motivates learning. San Francisco, CA: Jossey-Bass.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Counseling and Instructional Science, University of South Alabama, Mobile, AL, USA

    Gayle V. Davidson-Shivers

  2. Division of Research and Strategic Innovation, University of West Florida, Pensacola, FL, USA

    Karen L. Rasmussen

  3. Department of Educational Technology, Boise State University, Boise, ID, USA

    Patrick R. Lowenthal

Authors
  1. Gayle V. Davidson-Shivers
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Karen L. Rasmussen
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Patrick R. Lowenthal
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Davidson-Shivers, G.V., Rasmussen, K.L., Lowenthal, P.R. (2018). Concurrent Design: Instructional and Motivational Strategy Planning. In: Web-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-67840-5_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-67840-5_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-67839-9

  • Online ISBN: 978-3-319-67840-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation