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Integrating learning theory with instructional design

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Journal of instructional development

Abstract

This paper examines the need for integrating assumptions about learning processes with the decisions typically made when designing instructional systems. Our concern is that the decisions made explicit in each of the commonly accepted components of instructional systems depend to varying degrees on implicit assumptions about the process by which people learn. Consequently, when instructional systems are designed without regard to learning theory, these decisions within components are often inconsistent, resulting in varying degrees of incompatibility among the components. The relationships between learning theory and instructional design are discussed, and suggestions are offered for improving the design process.

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Authors and Affiliations

  1. College of Education Division of Curriculum and Instruction, Virginia Polytechnic Institute and State University, 24061, Blacksburg, VA

    Terry M. Wildman & John K. Burton

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  1. Terry M. Wildman
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  2. John K. Burton
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Editor’s Note

This is the second of two articlesJID is publishing on the implications of cognitive psychology for instructional development. For the first article, see the article by Low inJID, winter 1980–81, 4, 10–18.

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Wildman, T.M., Burton, J.K. Integrating learning theory with instructional design. Journal of Instructional Development 4, 5–14 (1981). https://doi.org/10.1007/BF02905318

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