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 health care system? Provide only enough information about the theories to support your answers to these questions. Feel free to integrate your responses instead of treating them as separate paragraphs.
Paper For Above instruction
Instructional design in nursing education is fundamentally shaped by understanding how students learn, which is influenced by various learning and motivational theories. Selecting relevant theories helps educators tailor their curricula to meet diverse learner needs, improve engagement, and adapt to changing healthcare landscapes such as the COVID-19 pandemic. This paper explores one motivational theory, self-determination theory, and one learning theory, constructivism, demonstrating their application in designing effective online nursing education.
Self-determination theory (Deci & Ryan, 1985) emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. When applying this theory to instructional design, especially in online courses, fostering a sense of control over learning activities can significantly enhance engagement. For instance, offering students choices in assignments or topics allows them to feel a sense of autonomy. Providing timely feedback and mastery opportunities bolsters their sense of competence. Creating collaborative activities and discussion forums encourages relatedness, making learners feel connected despite physical distance. As an educator, emphasizing these elements ensures students are motivated to engage deeply with content, which is especially crucial during times of crisis, such as a pandemic, where motivation might wane due to external stresses. When rapid curriculum adjustments are necessary, such as emphasizing pandemic-related topics, leveraging motivational principles ensures students remain engaged and motivated to learn about emerging health issues.
Constructivism (Piaget, 1950; Vygotsky, 1978) posits that learners actively construct knowledge through experience and social interaction. In designing online nursing courses, this theory encourages the creation of interactive learning environments where students can apply concepts in simulated or real-world contexts. For example, virtual simulations and case studies enable students to develop critical thinking and clinical decision-making skills actively. Additionally, collaborative projects and discussion boards facilitate social constructivist principles, enabling learners to build knowledge collectively. During healthcare system changes or crises like the pandemic, constructivist strategies allow swift curriculum adaptations. For example, integrating current case studies related to COVID-19 ensures learning remains relevant and immediately applicable. This approach helps students adapt their knowledge to real-time situations, preparing them for rapid shifts in healthcare delivery.
The integration of self-determination theory and constructivism provides a comprehensive foundation for designing resilient, engaging, and adaptable online nursing curricula. During crises, the motivational strategies help sustain student engagement, while constructivist approaches facilitate experiential learning aligned with current healthcare realities. Both theories support flexible curriculum adjustments, ensuring educational continuity and relevance in a dynamic health environment. For example, during the COVID-19 pandemic, educators can quickly incorporate updated case studies, virtual simulations, and student-led discussions to foster an engaging and practical learning environment that aligns with these theoretical principles. The combined application of these theories ensures that learners stay motivated and actively engaged, ultimately leading to better preparedness and competence in addressing emergent healthcare challenges.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
Piaget, J. (1950). The psychology of intelligence. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Bandura, A. (1977). Social learning theory. Prentice-Hall.
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult learning. Jossey-Bass.
Salmon, G. (2013). E-moderating: The key to online teaching and learning. Routledge.
Mergel, J., & Stolberg, K. (2019). Learning theories and online education: Findings and implications. Journal of Online Learning, 15(2), 45–62.
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & Gaming, 33(4), 441–467.