Learning Theories and Instructional Principles in the Hangul Online Course

Behaviorism and cognitivism are especially functional in this project. Additionally,

instructional principles such as Gagns nine events of instruction and Mayers principles of

multimedia learning are applied. These learning theories and instructional principles are used in

this project to design instruction for adult learners that is delivered in a self-directive mode using

multimedia tools in an online environment.

In the behavioral approach, learning is defined as changes in either the form or

frequency of observable performance, and the most important factor that influences learning is

the arrangement of stimuli and consequences (Ertmer & Newby, 2013, p. 48). Behavioral

theories support instructional design applications such as behavioral objectives to the criterion

level, criterion-referenced testing, mastery of early steps before progressing to complex

performance, pre-assessment of students to determine where instruction should begin, simple to

complex sequencing of practice, and use of reinforcement and informative feedback (Ertmer &

Newby, 2013, pp. 49-50).

The cognitivist approach emphasizes the active learner role in learning and the use of

instructional explanations, demonstrations, illustrative examples and matched non-examples to

facilitate student learning (Ertmer & Newby, 2013, p. 51). Cognitive theories emphasize

involvement of the learner in the learning process and encourage students to make connections

with previously learned material. They justify the use of cognitive strategies such as advance

organizers, outlining, summaries, metaphors, and analogies (Ertmer & Newby, 2013, p. 53).

As Gredler (2009) noted, Gagn identified nine instructional events as a guide for

planning instruction to support the learner's cognitive processes during learning. Gagns nine

events of instruction that are applied in designing this instruction are: (1) gaining learner's
attention through unusual event, question, or change of stimulus; (2) informing the learner of the

objective, (3) stimulating recall of prior learning, (4) present distinctive stimulus features, (5)

providing learning guidance, (6) eliciting performance, (7) providing informative feedback, (8)

assessing performance, and (9) eliciting performance with new examples (Gredler, 2009, pp.

164-165).

Mayer (2001) discusses 12 principles of multimedia learning that can serve as a guide in

designing effective multimedia content. Among the 12 principles, those specifically applied in

this project are:

Coherence principle People learn better when extraneous words, pictures and

sounds are excluded rather than included.

Redundancy principle People learn better from graphics and narration than from

graphics, narration and on-screen text.

Temporal contiguity principle People learn better when corresponding words and

pictures are presented simultaneously rather than successively.

Modality principle People learn better from graphics and narrations than from

animation and on-screen text.

Multimedia Principle People learn better from words and pictures than from words

alone.

Instructional Strategies

The content of this instruction is organized in the order of frequency and complexity. As

the course progresses, the frequency decreases, and the complexity increases. Because

subsequent modules include the content from the earlier ones, learners need to successfully meet

the criteria of earlier modules to progress to the following ones. This kind of course organization

reflects the authenticity of real language use, and gives learners opportunities for practice and

repetition.
 This instruction will be delivered in an online environment. This delivery format enables

the use of multimedia tools for appropriate cognitive instructional strategies. Self-directed online

delivery format provides a suitable environment for repeated practice and for personalized

learning according to learners ability level.

Module specific instructional strategies to be developed and learning domains for each

module are listed in Table 2.

Table 2 Instructional Strategies

Module Learning Content Learning Instructional Strategy

Objective Summary Domain
Module 1. Given 10 syllable 4 types of Cognitive Image-rich comparisons
Syllable block types, select syllable (metaphor):
blocks the 4 valid ones in blocks, The syllable blocks
Korean writing. vertical follow the ying-yang
Given 10 vowels, and principle. Consonants are
match them with horizontal like men, and vowels are
the right syllable vowels like women; men always
block types with precede women to
90% accuracy. protect them.
Spatial strategy:
Models for the syllable
blocks
Module 2. Given an auditory The sounds Cognitive, Spatial strategy and image-
5 basic cue of words that of these psychomoto rich comparisons:
consonants contain consonants consonants r A video tutorial showing
, , , , , , , and vowels where the sound of each
, and and vowels , , consonant is made on an
6 basic , , , , image of the articulatory
vowels , match the auditory organs; and the
, , , cue to the correct similarities between the
, Korean symbol shapes of the consonants
with 90% accuracy. and those of articulatory
Given familiar organs that are used to
Korean words that make the sounds
contain these A video tutorial
consonants and including a vowel chart
vowels, read the that shows the places
words with 80% where the sounds of
accuracy. these vowels are made
Video clips showing the
shapes of the lips when
pronouncing vowels
A syllable chart
containing the
consonants and vowels
with the audio icons for
the sounds linked
Module 3. Given an auditory The sounds Cognitive, Spatial strategy and image-
5 more cue of words that of these psychomoto rich comparisons:
basic contain consonants consonants r A video tutorial showing
consonants , , , , and vowels where the sound of each
, , , and vowels , , consonant is made on an
, and match the auditory image of the articulatory
2 more cue to the correct organs; and the
basic Korean symbol similarities between the
vowels , with 90% accuracy. shapes of the consonants
Given familiar and those of articulatory
Korean words that organs that are used to
contain these make the sounds
consonants and A video tutorial
vowels, read the including a vowel chart
words with 80% that shows the places
accuracy. where the sounds of
these vowels are made
A syllable chart that
containing the
consonants and vowels
with the audio icons for
the sounds linked
Module 4. Given an auditory The sounds Cognitive, Spatial strategy and image-
Aspirated cue of words that of these psychomoto rich comparisons:
consonants contain consonants consonants r A video tutorial showing
, , , , , , , in the degree of aspiration
match the auditory compariso of these consonants
cue to the correct n with using a piece of paper in
Korean symbol , , , comparison with , ,
with 90% accuracy. ,
Given familiar A syllable chart
Korean words that containing these
contain these consonants with the
consonants, read audio icons for the
the words with sounds linked
80% accuracy.
Module 5. Given an auditory The sounds Cognitive, Spatial strategy and image-
Y-vowels cue of words that of these psychomoto rich comparisons:
, , , contain vowels , vowels r A video tutorial
, , , , , , , including a vowel chart
match the auditory that shows the places
cue to the correct where the sounds of
Korean symbol these vowels are made in
with 90% accuracy. comparison with , ,
Given familiar , , ,
Korean words that A syllable chart
contain these containing these vowels
vowels, read the with the audio icons for
words with 80% the sounds linked
accuracy.
Module 6. Given an auditory The sounds Cognitive, Spatial strategy and image-
Tense cue of words that of these psychomoto rich comparisons:
consonants contain consonants consonants r A video tutorial showing
, , , , , , , , in the degree of aspiration
, match the auditory compariso of these consonants
cue to the correct n with , using a piece of paper in
Korean symbol , , , comparison with , ,
with 90% accuracy. and , , and , , ,
Given familiar , , A syllable chart
Korean words that containing these
contain these consonants with the
consonants, read audio icons for the
the words with sounds linked
80% accuracy.
Module 7. Given an auditory The sounds Cognitive, Spatial strategy and image-
W-vowels cue of words that of these psychomoto rich comparisons:
, , , contain vowels , vowels and r A video tutorial
, , , , , , , , how they including a vowel chart
and the and , match the are that shows the places
vowel auditory cue to the combined; where the sounds of
correct Korean bright these vowels are made in
symbol with 90% vowels and comparison with , ,
accuracy. dark , , , ,
Given familiar vowels. A syllable chart
Korean words that containing these vowels
contain these with the audio icons for
vowels, read the the sounds linked
words with 80%
accuracy.