INSTRUCTIONAL DESIGN AND DELIVERY
Distance education is just like any other kind of teaching; it requires planning and organization to design instruction and make the delivery constructive. “The instructional environment should be viewed as a system, a relationship among and between all the components of that system—the instructor, the learners, the material, and the technology” (Simonson et al, 2009). The instructor
has to determine the best way to facilitate learning when developing lesson plans, study guides, visuals and handouts.
Good lesson plans are a way of communicating and organizing the content, methods, and materials. They should include the objective, time constraints, teaching strategies and methods, independent components, summary, and evaluation. The instructor needs to find balance between essential content and time constraints when developing the activities. Non-essential activities may need to be
weeded out due to lack of time (Simonson, et al, 2009). Lessons should include group work as interactivity is a key component to increase student interest and participation.
Printed materials and visuals are important components in distance education. They can focus attention and increase learner comprehension when presented efficiently. Study guides should begin with a general outline of the subject with the information
broken down into manageable chunks. Using concept maps, diagrams, and timelines are effective tools. When using visuals, it is important to follow the rule, “less is more.” Keep it simple, rather than complex. The instructor should use the principles of design; contrast, proximity, alignment, and repetition, and consider the size of file, as well as, the speed of transmission. Handouts are used
to elaborate on course content and supply research. They may include articles or web-based presentations.