Background

Traditional instructional design bases its work on the theories of B.F. Skinner on stimulus-response learning, training programs focused on observable behaviors. Tasks were broken down into subtasks, and each subtask treated as a separate learning goal. Training was designed to reward correct performance and re mediate incorrect performance. Mastery was assumed to be possible for every learner, given enough repetition and feedback.

Instructional design today focuses heavily on computing technology and communication, which has enjoyed much increased availability among students in recent years, to implement advanced learning concepts, such as cognitive learning theory and cognitive load theory. These more recent theories guide instructional techniques by providing models based on research on how the human brain processes and stores information.