ABSTRACT
In the previous two chapters, we demonstrated that from the perspective of the TTD, dichotomous choices in instructional design, such as classroom instruction vs. online learning, in any educational program are not static binary selections. Instructional design elements are dynamic and represent a range of potential states, depending on the interaction of the learner with the instructor and the instructional environment. The degree to which students are present or absent in a classroom, or decide to communicate synchronously or asynchronously is determined dynamically by the needs of the learner and the requirements of the instructor in real time while an instructional session is in progress.
