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He or she is more often an adult or continuing student, thus these learner characteristics should be tailored, suggests the Kemp model, to the due dates and assignments given by the instructor. An online student's learning objectives are more likely to be practical or vocationally oriented, thus teaching activities and use of resources can and should be guided towards these objectives, suggests Kemp.
Also, crucial aspects of the Kemp design model are steps such as pre-testing, which ensures that the learner's needs are accommodated by the course syllabus. These steps are often more easily conveyed via an online format -- the pre-tests can be given well in advance, even before the class begins and the instructor and the pupil can even have an extended discussion through email as to what sorts of support services and methods of evaluation are most appropriate for his or her needs before the course takes place. The teaching process is creative and the course content design can be subject to constant revision, another advantage in a rapidly changing environment, where Internet courses may need to radically change their models from semester to semester, to meet new economic and technological content demands.
From a practical perspective, the Internet also provides wider access to content materials, which can also be tailored to student needs if there are problems in accessing content for students from remote locations. The Internet, because...
Teachers, after gaining a sense of a class' diverse desired outcomes of educational programs can even revise their planning and prescribed studies, if students feel that their educational and vocational objectives in meeting the class are not being met. Students who are shy about speaking to instructors in real life, or about speaking up about problems they may be having with the instructional materials may actually be emboldened by the Internet format.
Both beginning as well as more experienced teachers can learn from the Kemp model when designing a classroom plan and finding better ways to integrate online student support services and methods of individual evaluation into their classroom approach. Flexibility upon the part of teachers is key -- perhaps even too flexible, as some of his suggestions may make students seem too much like satisfied or unsatisfied customers, rather than recipients of grades.
Works Cited
Jerrold/Kemp Design Model. (1971) Design and Implementation Online Image. Retrieved 13 Jun 2006 at http://www.dean.usma.edu/math/activities/cape/Instructional_Models/jk_design_gif.htm
Kemp, J.E., (1971). Instructional design: A plan for unit and course development. Belmont, CA: Lear Siegler, Inc./Fearon Publishers.
Works Cited
Jerrold/Kemp Design Model. (1971) Design and Implementation Online Image. Retrieved 13 Jun 2006 at http://www.dean.usma.edu/math/activities/cape/Instructional_Models/jk_design_gif.htm
Kemp, J.E., (1971). Instructional design: A plan for unit and course development. Belmont, CA: Lear Siegler, Inc./Fearon Publishers.
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