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Tumbuh Global, an educaonal
consulng rm that specializes in
immersion learning, online learn-
ing, and digital media for educa-
on, hosted two webinars pre-
sented by the ATS Pathways for
Tomorrow Coordinaon Program
for all ATS member schools in
March and April—What is In-
struconal Design Theory? and
Why Online Learning Programs
Need Instruconal Designers.
Instruconal design provides a comprehensive frame-
work for revising online courses, ensuring they meet the
needs of adult learners and leverage technology eec-
vely. By conducng thorough assessments, applying
adult learning principles, implemenng technology inten-
onally, priorizing technical support, and connuously
monitoring and evaluang course eecveness, educa-
tors and instuons can create engaging and impacul
learning experiences for the modern online learner.
Instruconal design is becoming more and more relevant
and necessary for ATS schools, as evidenced by the
nearly 200 individuals who aended the two webinars.
To follow are some of the ideas that were discussed.
Assessing exisng courses
Before embarking on the revision of online courses, it's
crucial to conduct a comprehensive evaluaon of the
exisng courses. This evaluaon should focus on the ef-
fecveness of the course in achieving its learning objec-
ves.
• Learner-centric approach: Begin by understand-
ing the learners, their specic needs, learning
preferences, and potenal challenges. This learner-
centric approach ensures the course caters to the
unique characteriscs of the target audience. For
instance, if the learners are primarily individuals
pursuing a second career, their exisng professional
experience becomes an asset. This insight can inform
the design of learning acvies, such as incorporat-
ing group projects or discussions that leverage their
praccal knowledge.
• Content, structure, and technology: The assessment
should encompass a thorough examinaon of the
course content, structure, and learning acvity deliv-
ery methods. This involves analyzing the alignment
between course content and learning objecves,
evaluang the ow of informaon from the learner's
perspecve, and examining how technology is used
to deliver the learning modules.
Revising course content and structure
through the lens of adult learning theory
Aer idenfying areas for improvement through the
assessment, the revision process should be guided by
adult learning theory. This theory provides valuable
Revising exisng online courses with
instruconal design
By Lindsay andreoLLi-ComstoCk
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insights into how adults learn and can inform the selec-
on of appropriate instruconal strategies.
• Key pillars of adult learning theory: Adult learning
theory, also known as andragogy, emphasizes the
unique characteriscs of adult learners. Five key
pillars underpin this theory:
• Self-concept. Adults need a clear understanding of
the purpose behind their learning.
• Experience. Learning through experience is highly
eecve for adult learners. This can involve simu-
laons, case studies, or other hands-on acvies
that allow them to apply their knowledge.
• Readiness to learn. Adult learners are oen mo-
vated by topics that are relevant to their profes-
sional and personal lives.
• Applicaon and orientaon. Adults value learn-
ing that can be immediately applied to real-world
situaons.
• Movaon to learn. Adult learners are typically
self-movated and desire some control over their
learning experience.
• Leveraging technology to enhance adult learning:
Technology plays a pivotal role in online learning,
and its applicaon should be aligned with adult
learning principles.
• Chunking. This involves breaking down informa-
on into smaller, manageable units to facilitate
comprehension and retenon.
• Scaolding. This entails providing learners with
inial support and gradually reducing it as their
understanding grows. For example, a course
might start with detailed instrucons and exam-
ples, which are gradually phased out as learners
become more procient.
• Cognive load. Consider the cognive capacity
of learners and design learning experiences that
avoid overwhelming them with excessive infor-
maon or complex tasks.
• Evaluaon: Evaluang learner progress is crucial
to gauge the eecveness of the revisions. Various
assessment methods—quizzes, projects, or discus-
sions—can be employed to measure learner com-
prehension and applicaon of knowledge. Revising
exisng evaluaon methods requires careful con-
sideraon of the course objecves and the specic
informaon the evaluaon is intended to capture.
Implemenng technology with intenonality
Technology should be viewed as a tool to enhance the
learning experience, not merely as a delivery mechanism.
• Instructor Engagement: Fostering a sense of con-
necon between instructors and learners is crucial
in online learning environments. Implemenng
strategies such as virtual oce hours, providing
prompt and personalized feedback, and integrang
live interacve elements can signicantly enhance
engagement.
• Peer-to-peer interacon: Encouraging interacon
among learners through online forums, chat rooms,
or group projects can foster a sense of community
and create opportunies for collaborave learning.
• LMS training: Providing comprehensive training
on the learning management system (LMS) to both
instructors and learners is essenal. This includes
training instructors on how to eecvely adapt their
teaching methods for the online environment and
providing learners with clear guidance on navigang
the LMS.
Supporng the learner's journey through
technical support
Robust technical support is paramount in ensuring a
smooth and posive online learning experience.
• Mulfaceted support: Technical support should
encompass various aspects, including providing
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instructors with necessary training and resources,
ensuring mely LMS updates and maintenance, and
establishing clear procedures for learners to seek
assistance when needed.
• Accessibility and responsiveness: Learners should
have readily accessible channels to reach technical
support, such as online chat, email, or phone. The
support team should be responsive and equipped to
address a wide range of technical issues promptly.
Monitoring and evaluang course
eecveness
Regular evaluaon and monitoring of online courses
provide valuable insights for ongoing improvement.
• Learner feedback: Gathering feedback from learners
through surveys, focus groups, or individual inter-
views can shed light on their experiences and high-
light areas that require further revision.
• Instructor reecons: Encouraging instructors to
reect on their teaching pracces, challenges, and
successes in the online environment can provide
valuable data for improving course design and
delivery.
• Benchmarking and metrics: Establishing clear learn-
ing benchmarks and tracking relevant metrics allows
for an objecve assessment of course eecveness.
This data can be used to idenfy areas of strength,
address areas where learners are struggling, and
make informed decisions about future revisions.
Tumbuh Global is currently exploring the idea of an in-
person training workshop on instruconal design. Feel
free to respond to this quesonnaire to help Tumbuh
beer plan for your unique needs.
Lindsay Andreolli-Comstock is Co-founder
and Managing Director of Tumbuh Global,
and President and Principal Consultant of
The School of Global Cizenry.
