INSTRUCTIONAL DESIGN IN OPEN AND DISTANCE EDUCATION PRACTICE IN NIGERIA: TOWARDS A PARADIGM SHIFT FROM BEHAVIOURAL, OBJECTIVE-RATIONAL APPROACH TO CONSTRUCTIVIST APPROACH

Abstract

This paper examines the basic characterization and the philosophical assumptions of the objective-rational approach to instructional design as well as that of the constructivism approach. Although the behavioural, objective-rational approach to instructional design is well entrenched in practice and has influenced teaching and learning in many ways, the constructivist approach has emerged over the last two decades and already made a significant impact on how learning should be conceived of and has provided wide-ranging implications for instructional design. The aim of this paper is to advocate for instructional designers in open and distance learning to develop a rich learning environment that helps to translate the philosophy of constructivism into actual practice. In other words, the elements of constructivism should be incorporated into instructional design models in open and distance learning.

Key Words: Instructional Design, Open and Distance Learning, Behavioural, Objective-Rational Approach, Constructivism Approach