In This Week's Discussion: How Instructional D
In This Weeks Discussion We Will Examine How Instructional Design Is
In this week's discussion, we will examine how instructional design is informed by student learning theory. Select one motivational and one learning theory that was presented in NUR 660 and apply them to the instructional design process. If you have not yet taken NUR 660, you have access to the textbook on VitalSource and your nursing texts also include learning theories. Identify the theories you selected. Explain why you are drawn to these theories. In a practical and concrete way, discuss how they will inform your decisions as you design your online course. How might these theories help you to quickly adapt your curriculum to current events (e.g., the pandemic) or changes in the healthcare system?
Paper For Above instruction
The interplay between student learning theories and instructional design is fundamental in creating effective educational experiences, especially in the context of nursing education. In this paper, I will analyze one motivational theory and one learning theory, explaining why these resonate with me and how they can influence the design of online nursing courses. Moreover, I will explore how these theories can facilitate rapid curriculum adaptation amid unforeseen circumstances such as the COVID-19 pandemic or shifting healthcare priorities.
The Motivational Theory: Self-Determination Theory (SDT)
Self-Determination Theory, developed by Deci and Ryan (1985), is a prominent motivational framework emphasizing the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. This theory is particularly compelling because it underscores the importance of fostering internal motivation rather than relying solely on external rewards. In the context of online nursing education, SDT directs educators to create learning environments where students feel empowered, capable, and connected to their peers and instructors. This motivational approach enhances engagement, persistence, and ultimately, competency development.
The Learning Theory: Constructivism
Constructivism posits that learners actively construct knowledge through experience and reflection (Piaget, 1950; Vygotsky, 1978). I am drawn to constructivism because it recognizes the importance of learners' prior experiences and encourages active participation. In online nursing education, this theory supports the integration of case studies, simulations, and problem-based learning activities that allow students to apply concepts in realistic contexts. It promotes deep understanding and critical thinking, which are essential for clinical decision-making and patient safety.
Application to Instructional Design
Applying SDT and constructivism to online course design involves creating a learner-centered environment that promotes motivation and active engagement. For SDT, this means providing students with choices in assignments, facilitating feedback that enhances their sense of competence, and fostering a community of learners to build relatedness. For example, offering flexible deadlines and encouraging peer collaboration can satisfy autonomy and relatedness, motivating students to persist through challenging material.
Through constructivist principles, course activities should be interactive and problem-based, simulating real-world nursing scenarios. Incorporating virtual simulations and structured reflection exercises enables students to build knowledge actively and connect theory to practice. These strategies not only improve learning outcomes but also cultivate skills necessary for effective clinical practice.
Adapting Curriculum to Current Events
During a crisis like the COVID-19 pandemic, these theories can guide rapid curriculum adaptation. For instance, leveraging SDT, educators can provide self-directed online modules, allowing students to learn at their own pace amidst challenging circumstances. Recognizing students’ autonomy and competence needs ensures continued motivation despite disruptions. Simultaneously, constructivist activities such as virtual simulations of pandemic response scenarios help students apply knowledge practically, maintaining engagement and readiness for real-world challenges.
Furthermore, fostering a community through online discussion boards and collaborative projects addresses the relatedness component of SDT, combating isolation and promoting collective learning. These approaches ensure that curricula remain relevant, engaging, and adaptable in fluctuating healthcare environments.
Conclusion
Integrating Self-Determination Theory and constructivism into online nursing education enhances learner engagement, motivation, and critical thinking. These theories provide practical frameworks for designing adaptable curricula capable of responding swiftly to emergencies and systemic changes. As nursing educators, leveraging these theories ensures the development of resilient, competent, and motivated healthcare professionals prepared for the complexities of modern healthcare.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum.
Piaget, J. (1950). The psychology of intelligence. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
Gentry, J., et al. (2019). Applying constructivist principles in online nursing education. Journal of Nursing Education, 58(3), 145-150.
Knowles, M. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Cook, D. A., & Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014.