 Self-regulated approach:

self-regulated approach help learner to use specific cognitive and metacognitive strategies for
attaining their goals. In self‐regulated learning, learners are active and able to control, monitor,
and regulate their cognition, motivational state, behavior, and context.
Some key aspects contributing the learner toward instructional design process :
Goal setting
Self-monitoring
Self-evaluation
Define task strategies
Help-seeking
Time management

 The transition from Instructional Theory to Instructional Design Model

 Instructional theory
Aim to describe how people learn and develop, create conditions that boost the chance of
learning and importance, some kind of theories is
 Behaviorist: how behavior change in various stimulus
 Cognitive: That may rely on rehearsal
 Constructive: people shaping their learning while drawing from
previous Knowledge
 Instruction design model: (ADDIE MODEL )
provides guidelines to organize appropriate educational
scenarios to achieve instructional goals. Instructional models are based on learning theories.
 Learning theories:
Describe how students receive, process and knowledge during learning.
1 ) Elaboration Theory:
allow learners to build necessary skills, and to fully understand the concepts
that are being taught during the learning process. It is concerned with the structure and
organization of instructional material (stimuli) rather than the material itself.
Two major components are:
 Sequencing: the concept of epitome used, means instruction moved from
general to specific
 Synthesizing: a method for implementing the theory by dividing into parts and
elaborate these parts, and further divide into sub-part until the desired level has
been achieved.
To facilitate the integration of new information with existing knowledge and to form
meaningful relationships in cognitive structure
2) Linking Theory:
the linking theory was first proposed by Tennyson and Rasch (1988). This theory
directly links learning theory to educational goals, learning objectives, and instructional
prescriptions. Additionally, it goes beyond any other instructional theory by attaching specific
allocations of academic learning time to desired educational goals and objectives
By allocating academic learning time across a range of learning objectives they
blend the structured and self-regulated philosophical approaches to learning.