Applying Learning Theory to Online Instructional Design for Alternative High School Students

Introduction

According to the University of Michigan website, "instructional design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction" (University of Michigan, 2005). Whether a community-training course in basic computers or a graduate course in psychology, instruction is best presented when there is a framework, a goal, or a design. Instructional design is created by analyzing the proposed learners' needs and goals. Being able to apply a workable educational theory to this process is one-step toward fully creating an instructional framework that will assist in learners in reaching their goals. Although this is an important aspect of all instructional design, it is equitably one of the most important factors when dealing with alternative high school students. Alternative high school students can be defined as those who do not succeed in traditional forms of education.

Not all students "fit" into what traditional high school offers. The "under-achievers", "free-spirits", or "individualists" students often suffer academically within four brick walls. These students struggle with the day-to-day process of traditional education, even though their test scores say they should not. Often, time constraints and political guidelines allow these students to fade into the background. Eventually the alternative student will give up on their educational pursuits and dropout of sight completely. Giving the alternative student a choice in their education "will oft time result in their brilliance shining through and a future that is brighter than the student may have imagined" (Aron, 2006, p.3).