spfister - EDIT 5370 - MODULE 6 - Compare and Contrast

Stephen Pfister

EDIT-5370

Module 6 - Compare and Contrast

March 31, 2019

Chapter 5 provided solid insight about different instructional models. The two best models for distance education, if using their principles individually, would be the hypercontent-designed instruction and the learner-directed instruction. Both of these options allow more flexibility for students, and don’t require a specific linear timeline. With the first two, I picked up that you couldn’t move on until you completed the current module. This could potentially put a student’s entire semester in jeopardy if they fell behind on any module. The other two provide more flexibility for the students.

Hypercontent-designed instruction uses modules and topic, as well as using units, but it has flexibility for the learner. Using content such as text, audio, video and images, topics are presented for each module. Upon completing this content, the learner will complete an assessment activity to verify that they have learned the information. The learners have the ability to complete all of the modules in any order that they’d like, even non-sequentially. Most of the time, the learner will complete a larger assessment at the end of the course to verify that they have a strong understanding of everything.

Learner-directed instruction lets the learners determine what order they study topics and sometimes even lets them pick their topics. This model still uses modules and units, but places no significance in the order or them, as the students can work through them in any order they choose. The learners even have flexibility in the instructional strategies and can customize them to their preference. The instructional designer doesn’t place many requirements on the student, and sometimes doesn’t place any. This flexibility is great as long as the learner can handle the added responsibility of guiding themselves through the course and possesses the discipline needed. Other than that, the modules will provide goals and use outcome assessment activities to verify learning.

Below is a breakdown of the details of these two learning models:

Models	Hypercontent-designed instruction	Learner-directed instruction
Details	Uses modules, topic, and units Uses text, audio, video and images Presents topics for each module Assessment activities verify success Learners complete modules in any order Larger assessment at the end to verify understanding	Learners determine the order they study topics Learners can pick their topics Uses modules and units, but places no significance in the order Learners have flexibility in the instructional strategies Few requirements on the student from instructional designer Assessment activities verify success

These two models are very similar for the most part. The main difference is that the instructional designer will add more rules, definition and instruction to the hypercontent-designed instruction, while the learner-directed instruction allows for more flexibility. Other than this, both of these models effectively give the learners control and empower them to succeed. They allow flexibility with timelines and learning order, while still assuring and verifying that the models are working. Assessments throughout the modules as well as a final assessment assure that the course is successful and that the learner is walking away with the information that they need.