When discussing web-based instructional design, Davidson-Shiver and Rasmussen (2006) identified 4 components of Instructional and Motivational Strategies with subcomponents for each. In addition to instructional strategies, they purport that motivational strategies, methods for encouraging participation, perseverance, and satisfaction, should be considered. Davidson-Shiver and Rasmussen (2006, pp. 209-223) suggest the following components for each lesson, unit, or module (Note: The subcomponents can be reordered, combined, or omitted):

Orientation to Learning- The orientation stage of the lesson sets the stage for the instruction, outlines expectations, and facilitates the learners' understanding of how to proceed through the unit of instruction. It includes:

• Provision of an overview or advanced organizer
• Statement of objectives
• Explanation of relevance of instruction to the learner
• Opportunity to recall prior knowledge, skill, or experience that relates to the nit instruction
• Directions on how to start, navigate, and proceed through instruction

*It is important to recognize that creating showy site that gain students attention, but are unrelated to the instructional purpose and content is a waste of time and money (Bonk, 2004). Suitable strategies that could be included in the orientation section include:

• Relevant audio or video clip
• Graphic describing the topic
• Opening question or case
• A story that illustrate the topic or purpose of the instruction
• A text based or graphic based preview of the lesson

Instruction on the Content - The instruction stage of the lesson is the "meat" of the lesson; it is where the information is presented or constructed. Practice and feedback are provided.

• Present instructional content
• Provide learning cues
• Present opportunities for practice
• Provide feedback on practice performance
• Provide review of and close of unit

Measurement of Learning - The measurement stage does NOT refer to the creation of assessments, for it is assumed that assessments are created prior to instructional activities. In this stage, an outline for where assessment will be integrated is created. The designer makes sure that the assessments and timing are appropriate. This includes diagnostic, formative, and summative assessments.

• Assess performance (or progress toward mastering goals and objectives)
• Provide performance scores to the learner (or indicate progress)

During this stage, it is considered a good idea to create an assessment timeline. For example:

Summary and Close -The summary and closure stage is to provide a sense of closure and direct learners' attention on primary goal of instruction.

• Enhance and enrich learning
• Provide remediation for unmet objectives
• Provide opportunities for retention