Editing Instructional design (section)

===1990s===
During the 1990s, [[performance improvement]] also emerged as a key goal in the design process.<ref>{{Cite journal |last=Roytek |first=Margaret A. |date=2010 |title=Enhancing instructional design efficiency: Methodologies employed by instructional designers |url=https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2008.00902.x |journal=British Journal of Educational Technology |language=en |volume=41 |issue=2 |pages=170–180 |doi=10.1111/j.1467-8535.2008.00902.x |issn=1467-8535}}</ref> The rise of the internet introduced new tools for online learning, which were seen as effective for supporting learning. As both technology and constructivist theory evolved, classroom practices shifted—from basic drill-and-practice methods to more interactive, cognitively demanding activities.<ref>{{Cite journal |last=Reiser |first=Robert A. |date=2001 |title=A History of Instructional Design and Technology: Part I: A History of Instructional Media |url=http://www.jstor.org/stable/30220299 |journal=Educational Technology Research and Development |volume=49 |issue=1 |pages=53–64 |doi=10.1007/BF02504506 |jstor=30220299 |issn=1042-1629}}</ref>

By the late 1990s and early 2000s, the term ''learning design'' entered the field of educational technology. It reflected the idea that designers and instructors should choose an appropriate blend of [[Behaviorism|behaviorist]] and constructivist strategies for their online courses.<ref>{{Cite journal |last1=Carr-Chellman |first1=Alison |last2=Duchastel |first2=Philip |date=2000 |title=The ideal online course |url=https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/1467-8535.00154 |journal=British Journal of Educational Technology |language=en |volume=31 |issue=3 |pages=229–241 |doi=10.1111/1467-8535.00154 |issn=1467-8535}}</ref> However, the underlying concept of designing for learning is likely as old as teaching itself. One definition describes learning design as “the description of the teaching-learning process that takes place in a unit of learning (e.g., a course, a lesson, or any other structured learning event).”<ref>{{Cite journal |last=Koper |first=Rob |date=2006 |title=Editorial: Current Research in Learning Design |url=https://www.jstor.org/stable/jeductechsoci.9.1.13 |journal=Journal of Educational Technology & Society |volume=9 |issue=1 |pages=13–22 |jstor=jeductechsoci.9.1.13 |issn=1176-3647}}</ref>