Integrating Learning Theory with Instructional Design

This paper examines the need for integrating assumptions about learning processes with the decisions typically made when designing instructional systems. Our concern is that the decisions made explicit in each of the commonly accepted components of instructional systems depend to varying degrees on implicit assumptions about the process by which people learn. Consequently, when instructional systems are designed without regard to learning theory, these decisions within components are often inconsistent, resulting in varying degrees of incompatibility among the components. The relationships between learning theory and instructional design are discussed, and suggestions are offered for improving the design process.