Learner-Centered Paradigms For On-Line Education: Implications For Instructional Design Models

Abstract

The number of distance education programs delivered in higher education in the United States has increased dramatically since the 1990’s. To meet the demand for distance education and competition for students, institutions may rely on traditional instructional design models for development of distance education courses. Consideration of new paradigms may improve the effectiveness of distance education programs. Women are the primary users of distance education programs but women are frequently not involved in the policy or design decisions for on-line education programs (Kramarae, 2001). In addition, gender issues related to learning are often not considered in the design and development phases for distance education. This paper suggests that a learner-centered constructivist design strategy should be considered in conjunction with feminist theory for distance education. The combined approach could provide new insights for addressing the needs of women enrolled in distance education courses.