To develop well-structured instructional materials, instructional developers employ different design models to provide structural framework for their projects. Models for instructional design are products of theoretical perspectives on learning and instruction. Based on the theory of Dick and Carey, Instructional Systems Design (ISD) is recognized as a standard for designing distance education courses. However, as the design and development of a course should depend on "the nature of the course, its learners, the content, and especially on the level of the distance education organization" (Moore & Kearsley, 1996, p. 101), there are other viable instructional design models to accommodate the differences. They include models of Hannifan and Peck, Knirk and Gustafson, Jerrold Kemp, Gerlach and Ely, and Rapid Prototyping.

Unlike ISD which describes all the phases of an iterative process that starts by identifying instructional goals and ends with summative evaluation, the Jerrold Kemp Design Model takes a holistic approach to instructional design. Virtually all factors in the learning environment are taken into consideration including subject analysis, learner characteristics, learning objectives, teaching activities, resources (computers, books, etc.), support services and evaluation. The process is iterative and the design is subject to constant revision.

Another design model that is well suited to K-12 and higher education is the Gerlach-Ely Design Model. It is a prescriptive model that is meant for novice instructional designers who have knowledge and expertise in a specific context. The model includes strategies for selecting and including media within instruction. It also handles the allocation of resources.

Although there are obvious differences among these instructional design models, they share the same purpose that is directed toward developing effective instructional programs. It is therefore possible to identify some general principles that apply to all of them. As Moore and Kearsley delineate, there twelve elements essential to a well-designed instructional program: good structure, clear objectives, small units, planned participation, completeness, repetition, synthesis, stimulation, variety, open-ended assignments, feedback, and continuous evaluation (1996, p. 122). To put these general design principles to test, I will evaluate a course on the web to examine if following these principles produces good results.

Judy Baker, a professor in Health Studies at Texas Woman's University, designed a web course in the summer of 1997 (http://www.twu.edu/hs/hs/hs5063/welcome.htm). I will evaluate it according to the twelve design principles mentioned above.

From the first glance, the course structure is sound; it opens with a page that contains a brief introduction to the course and a main menu. Following the menu, students supposedly can easily access class materials and assignments. However, once the buttons are clicked, some defects of the design begin to emerge.

Though the course structure is generally sound, the course objectives were not easily found. I had to go into the syllabus and scroll down the page to find a link that reads as such: Upon completion of this course, students will be able to:
 

1. 1. Identify and describe the major health issues contributing to quality of life in later life
2. 2. Realize an increased awareness of issues associated with ageism
3. 3. View aging as a life-long process of continuous growth rather than an end stage of decline

The objectives are clearly stated, but not easily found. It would be better if there is a link to the objective page in the main menu or a sub-menu on the syllabus page.

From the syllabus page, students can access different lessons. The materials appear to be broken down into small units to increase the likelihood of retaining the information. Within each lesson, there is a forum question posted to invite student participation. On the same page, open-ended assignments are given to facilitate students' exploration of the assigned topic. Students can submit their completed work via e-mail, FAX, postal mail, or in-person on a weekly basis. However, it is not clear whether students receive regular feedback on their assignments or progress in the course.

Proceeding from the lesson page, students can access the actual materials they are supposed to learn. The materials are presented in questions format which is good for stimulating students to think about the topic. However, when it becomes a routine, the lack of variety in the presentation of the materials can decrease students' interest levels and thus impair the effectiveness of learning. Also, because of the question format, the materials obviously fall short in the departments of repetitions for reinforcement and synthesis for integrating ideas, and thus, this instructional program is far from being complete.

Moore, M., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth Publishing Company.

Online

Models for Instructional Design. http://www.seas.gwu.edu/student/sbraxton/ISD/design_models.html  (July 11, 1998)

Baker, J. (1997). HS 5063: Aging and Healthy Lifestyles. http://www.twu.edu/hs/hs/hs5063/welcome.htm
 This is an online graduate course for students enrolled at Texas Woman's University.