The purpose of this paper is to present and provide an evaluative study of a new Instructional Design Model for online and work‐based Learning.
The approach is both evaluative and pragmatic, focusing on clear practical out‐workings. First, the rational for the development of a new Instructional Design Model is discussed. Next, the pilot is evaluated in the context of the experience of those involved and relevant issues are highlighted. Subsequently, the implications are emphasized and areas meriting further research shown.
The results demonstrate the integrity of the model with this group of students.
Although small scale and having limited potential for generalisation outside the original context, the research makes the ways forward clear. These include, using the model in different contexts and examining further the ways in which links between theory and practice may be enhanced. In addition, emerging implications include the importance of developing online learning directly in the workplace, of using a constructivist approach and of fully integrating social interaction and assessments.
Arguably, this research is of significant value in today's society where access to universities may be limited and effective online and work based learning may provide new options.
The paper is original, building on previous research and facilitating interconnections between the different fields. It has value in progressing research in the areas of constructivist instructional design models related to online and work‐based learning.
