Instructional Strategies

In order to achieve predetermined learning goals and objectives, online instructors need to identify and employ appropriate instructional strategies to best facilitate the course and to engage students throughout their online learning experiences. Instructional strategies determine how the online course will be developed and implemented.

Although developed for traditional face-to-face instruction, most instructional strategies available can also be successfully adapted for facilitating online learning. The rapid development of technology over the past decade has made these strategies available for online instructors to apply to their online courses. Five major categories of instructional strategies are introduced below:

1. Direct Instruction
Direct Instruction is an explicit, intensive instructional method that is highly teacher-directed and skills-oriented. Direct instruction emphasizes the use of clear and concise language to break concepts into manageable steps. The strategy is effective for providing explicit and guided information and developing step-by-step skills.
There are many methods and tools that can be considered for direct instruction, such as structure overview, mastery lecture, explicit teaching, drill and practice, compare and contrast, didactic questions, demonstrations, guided reading and listening, and so on. Several methods and tools are highlighted below:

  • Lecture: Lecture is one of the most frequently used instructional methods. It assumes that the instructors are experts and responsible for disseminating information. Lectures can be delivered either at the beginning of the learning module as an introduction to the course content or at the end of the module as a summary of the key concepts covered in the module. It is usually used in combination with other instructional strategies. In online courses, lectures can be delivered in a variety of forms. For example, lectures can be presented via audio or video and embedded in the modules. Lectures can also be created with PowerPoint and linked to the course site. In addition, lecture notes can be uploaded onto the course site for learners to review.
  • Didactic Questions: Didactic questioning helps the instructor to structure the learning process of students. Didactic questions tend to be convergent, factual, and often gein with “what”, “where”, “when”, and “how“. They can be effectively used to diagnose recall and comprehension skills, to draw on prior learning experiences, to determine the extent to which lesson objectives were achieved, to provide practice, and to aid retention of information or processes. Online instructors should note that didactic questions need to be provided with explicit instructions so that students have less confusions.


2. Indirect Instruction
Indirect instruction is a highly learner-centered strategy. It takes advantage of students’ interests and curiosity by involving them in observing, investigating, and/or solving problems. The role of the instructor is to facilitate and mentor with suggestions or hints. Indirect instruction can support active learning and critical thinking, and help students develop metacognitive skills.
There are many methods and tools that can be considered for indirect instruction such as problem solving, case studies, reading for meaning, webquest, reflective discussion, writing to inform, concept formation, concept mapping, and so on. Several methods and tools are highlighted below:

  • WebQuest: WebQuest is a learning activity during which learners read, analyze, and synthesize information using the World Wide Web. Learners typically complete WebQuests as cooperative groups. Each learner within a group can be given a "role," or specific area to research. WebQuests may take the form of role-playing scenarios, where students take on the personas of professional researchers or historical figures. WebQuests do not have to be developed as a true web site. They may be developed and implemented using lower threshold (less demanding) technologies. For example, they may be saved as a word document or PowerPoint slides.
  • Case Studies: Case studies are stories or scenarios, often in narrative form, created and used as a tool for analysis and discussion. Case studies are tools for engaging students in research and reflective discussion. Case studies can also be adopted in the online learning and higher order thinking can be greatly generated throughout the investigation process.


3. Interactive Instruction:
Interactive Instruction is a strategy that heavily relies on discussion, debate and sharing among participants. Interactive instruction is effective for promoting students’ social skills and ability to organize their thoughts and rational arguments.
There are many methods and tools that can be considered for interactive instruction such as debates, role playing, instructor commentary, brainstorming, group work, peer review, online discussion, structured controversy, audio interviewing, online conferencing, and so on. Several methods and tools are highlighted below:

  • Online Discussion: Online discussion is a widely used instructional strategy for online courses because it encourages active participations and interactions from the students, and helps to create a sense of learning community. Online discussion forum is a place where students share resources, negotiate meanings, and construct knowledge collaboratively. As the center of interaction and learning, online discussion is regarded as the core of an online course. Therefore, it is important to appropriately design online discussion activities and foster productive online discussions. There are two types of online discussion: asynchronous online discussion and synchronous online discussion.
  • Group Work/Project: In online courses, group work provides opportunities for students to interact with each other as well as with the course content. Students can ask questions, explore ideas, and solve problems together by working in groups. There are many different types of small group activities. Here we list three types of activities commonly seen in online courses.
        1. Group Discussion : It allows students to reflect on a topic and share their views.
        2. Group Project: It allows students to gain practical experience from completing a project such as case studying, solving problems, brainstorming, and so on.
        3. Role Playing: It allows students to understand other people's positions and responsibilities through acting out various roles. It can help them understand the range of concerns, values, and positions held by other people.

4. Independent Study
Independent study is a mode of instruction whereby a student works individually with the instructor. The student works independently on a plan that is guided and supervised by the instructor. Independent study is effective in fostering the development of students’ initiative, self-reliance, and self-improvement. Independent learning activities are necessary for students to develop deep understandings of the course content. For example, asking students to keep an individual reflection journal or to complete an assignment independently may help them fully understand the content.
There are many methods and tools that can be considered for independent instruction such as essays, blogs, journals, reports, portfolio, and research projects. Several methods and tools are highlighted below:

  • Blogs: Blogging is a simple and straightforward way to help students integrate content, process, and personal feelings. Writing on a blog helps students learn from writing rather than writing what they have learned. Blogs are commonly used in assessing literacy but there are many crossovers into content areas other than those associated with reading and writing. Blogging can be done as a role playing activity, to timeline historical events and to collaborate with peers and audiences beyond the class.
  • Journals: Journal writing is a learning tool based on the ideas that students write to learn. Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. Using journals fosters learning in many ways. Students who use journals are actively engaged in their own learning and have the opportunity to clarify and reflect upon their thinking.


5. Experiential Learning
Experiential learning is an inductive, learner centered, and activity oriented strategy. Personalized reflection on experiences and the formulation of plans to apply learning to other contexts are critical factors. Experiential learning is effective  in providing opportunities for students to engage and apply academic understandings through hands-on experience.
There are many methods and tools that can be considered for experiential instruction such as simulations, field observation, games, storytelling, surveys, and so on. Several methods and tools are highlighted below:

  • Field Experience: Field Experience can be utilized in online learning as well. For example, an art-management-majoring online student can go to his/her local museums and find out the management structure, styles and issues/concerns in the museums.
    Games and Simulations: Games and simulations allow learners to practice skills, apply knowledge and learn concepts while having fun. Technologies such as Second Life (www.secondlife.com) provide virtual environment for students to explore, and simulations can offer students experiences that might be impossible in real life.