title: Applying learning theories and instructional design models for effective instruction.
abstract: Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes. Here, the major learning theories are discussed and selected examples of instructional design models are explained. The main objective of this article is to present the science of learning and instruction as theoretical evidence for the design and delivery of instructional materials. In addition, this article provides a practical framework for implementing those theories in the classroom and laboratory.
authors.affiliation: University of South Carolina School of Medicine, Greenville, South Carolina khalilmk@greenvillemed.sc.edu.
authors.forename: Mohammed K
authors.initials: MK
authors.lastname: Khalil
authors.affiliation: University of South Carolina School of Medicine, Greenville, South Carolina.
authors.forename: Ihsan A
authors.initials: IA
authors.lastname: Elkhider
mesh_terms: D003194:Computer-Assisted Instruction / Q000379:methods* / Q000639:trends; D006266:Health Education / Q000379:methods* / Q000639:trends; D006801:Humans; D007858:Learning; D017145:Models, Educational; D008962:Models, Theoretical
keywords: instructional design; instructional design models; learning theories; science of instruction