ABSTRACT
The design of online learning environments is historically regarded as a linear series of phases that constructs step-by-step models and processes “based on principles that are applied uniformly to all contexts,” leading to the conclusion that explains why “instructional design is so seldom successful” (Jonassen, 2006, p. 26). A design process that is linear, constrained, and alienated from context is often limited in its potential, irrespective of the user domain. In contrast, current educational theory urges new teachers to be holistic and creatively adjust to classroom and societal change. Teachers are challenged to foster learning experiences that are authentic and innovative. Likewise, our instructional design processes should employ these same values: creativity, innovativeness, and authenticity, as well as an understanding of the contemporary research ideas and design frameworks of the field.
