In Module One we defined learning and learning theory and examined three broad perspectives towards learning. We also briefly defined Instruction as that which is done to help students learn.

Instructional theory results when instructional psychologists deductively derive principles of instruction from existing learning theory or inductively develop such principles from empirical studies. Reigeluth (1983) defined instructional theory as identifying methods that will best provide the conditions under which learning goals will most likely be attained.

Instruction then refers to the deliberate arrangement of learning conditions to promote the attainment of some intended goals.

In this module, we will examine the work of three prominent instructional theorists, whose work might be considered relevant to the field of higher education.

• Benjamin Bloom's taxonomy of educational objectives
• Gagne's Conditions of Learning
• Bruner's Discovery Learning

Sources
1. Driscoll, Psychology of Learning for Instruction, 1994