Learner Analysis: Three Crucial Goals for Instructional Design
Learners come into the classroom with varied experiences, values, qualities, moods, and
motivation. Although Brown and Green (2016) classify learners into two broad categories of and
of captive audience (extrinsically motivated) and willing volunteers (intrinsically motivated)
learners, they also highlight the myriad sub characteristics within each group. There is no one
correct way to perform learner analysis (LA) but the existence of several theories can enable
instructors to perform relatively effective LAs and use them as a guide to design instruction
(Brown & Green, 2016). LA is important because it helps identify best ways of reaching the target
audience so that teaching, learning and instruction can be maximized (Siemens, 2002). Siemens
(2002) holds that in conducting an LA, three types of characteristics must be considered: situation,
decision, and learner-characteristics. The situation determines who the target audience is, the
decision related characteristic determines why the learner is there and the learner characteristics
determines existing knowledge, attitudes and motivations of learners (Siemens, 2002). Brown and
Green (2016) have also identified three characteristics of learners that need consideration in
constructing LAs as general characteristics, specific entry competencies and learning styles. The
essence of LA is “to understand and interpret learner characteristics in a way that helps in the
design of effective instruction” (Brown & Green, 2016. P 74). LA helps instructors identify the
general characteristics, skills and talents of their students that are relevant to learning because
learners come to class wearing their own unique lens on life. This paper will discuss three goals
out of a list of nine that were identified by Brown and Green (2016) and defend the choice’s
importance to instructional design using illustrations of classroom cases.
One goal of LA is to understand who the intended audience for the instruction is as human
beings in order that their basic needs and wants are addressed before
instruction is implemented because behaviour is determined by needs at any
time (Brown & Green, 2016). A common theoretical platform used by many
educators to determine human need is Maslow’s Hierarchy of Needs (ibid). Presented in the form
of an equilateral triangle, the model delineates human needs from the fundamental needs at the
base, to self actualization at the apex. Maslow’s need hierarchy holds that those needs at the base
of the triangle must first be satisfied before the ones in the next level up and so on to the needs
depicted in the apex. In other words, before learning can occur, learners’ basic needs of safety
security and bodily comfort pertaining to their physical health must first be satisfied (Brown &
Green, 2016). This considers and addresses the question of whether learners have non-instructional
needs that must be addressed for learning to occur (Mager in Brown & Green, 2016). When
learners do not feel safe, are hungry or otherwise uncomfortable, learning becomes a secondary
concern, and their energies are either focused on getting comfortable or at the very least present a
major challenge to focus on learning.
I had a student in my class who was living in an abusive situation where she had married in
absentia, a severely autistic man who was unable to keep clothing on. The man’s family was
pushing hard for her to get pregnant, but she did not want to stay in the marriage. Her performance
did not match her speaking skills, so I scheduled a learner assessment session where she informed
me of this predicament. I was able to refer her to the proper authorities and she was moved to a
safe house. Unfortunately, she also transferred schools because her mother-in-law was also a
student at my school, but I was able to find out that she was thriving.
An important task in performing LA is to be able to create an effective persona, one that
represents the broadest set of characteristics that make up the learner groups (Harper, n.d.). With
such a persona created, the instructor is then able to use it as the point of reference in creating
instructional design. To ensure this persona is useful and a good representative of any particular
group of learners, information used must be triangulated from a variety of sources, persona must
be vetted by colleagues with similar experience who can confirm or suggest changes, and it can
also be scrutinized by the learners it is meant to represent by getting them to answer the question
“Is this you?” (Brown & Green, 2016; Harper, n.d.).
In addressing specific entry competencies or the question “What is the range of ability among
the learners?”, Dr. Rieber (2012) suggests the following attributes be considered: “entry behaviors,
prior knowledge of the topic area, attitudes toward content and potential delivery system, academic
motivation, educational and ability levels, general learning preferences, attitudes toward the
organization giving the instruction, and group characteristics” (p. 11). LA is an iterative process
that helps guide instructional decisions from the onset through to assessment and evaluation stages
(McDonald & West, 2021). Harper (n.d.) contends that learning is a process that involves a change
in knowledge that is not done to learners, but instead is something that learners do themselves.
Analyzing specific entry competencies allows the instructor to make room for prior knowledge
and adjust materials to enable the learner to have increased control over their learning and deeper
understanding of the material (McDonald & West, 2021). Understanding learner characteristics
also helps accommodate deeper instructional strategies that are more engaging, motivating, and
better address the needs of the learners (McDonald & West, 2021; Brown & Green, 2016). In my
experience bored students are distracted and quickly become disruptive. When lessons are
engaging and challenging to the right extent, there is less off task behaviour and learners are able
to engage and deepen their learning. I began teaching a split class for the first time this year. I
started off giving students work at the lower-level seventy percent of the time and at the higherlevel
30 percent of the time. I quickly found that the higher-level students were bored and disrupted
the class by calling out answers or trying to take up too much talk time, while the lower students
were frustrated by the 30 % higher level work and felt that they were not coping. I then switched
strategies and started creating specific workload for each level and requiring differentiated
products during assessments. This worked and the chaos developing in my classroom was quelled.
Another goal of LA is to answer the question “What is the range of ability among the learners?”
Responding to this requires an inquiry into four major areas of learner characteristics which
include 1. cognitive/mental/intellectual capabilities 2. physiological/physical capabilities 3.
affective/attitudinal considerations and 4. social/cultural norms especially important for group
work (Rieber, 2021). Students’ learning preferences/biases also impact learning. The literature
generally agrees that learners show preference for the method through which information is
received and this can be categorized into kinesthetic/tactile, auditory, and visual/perceptual.
Learners can also be classed into four broad categories of active versus reflective learners and
sequential versus global learners (Rieber, 2021). Active learners learn best when they are able to
do/make something, and reflective learners learn best when they are able to reflect or think about
it while sequential learners prefer step-by-step processes and global learners prefer an overview
before they are required to work on the details (Rieber, 2021).
Knowing these various attributes of learners provides the instructor with valuable information
on lesson planning and delivery because each style has its inherent assets and liabilities. The
instructional designer, armed with the knowledge of how different learning styles respond to
different instructional methods, is better able to adjust ID to learner needs (Harper, n.d.).
Employing differentiated instructional strategies and learning centers based on various
learning styles helps address breadth of learner abilities. In my classroom all work is processed by
learners circulating audio/visual, kinesthetic, reading and writing centres to develop their product.
In addition, whole group discussions occur on a regular basis for clarification and small group
work is designated to facilitate application of students’ skills and abilities.
Harper (n.d.) suggests some difficulties do exist in implementing LA. A target audience that is
too broad may pose too many challenges of ID. Additionally, designing for the persona created
may help lesson this challenge, but may also miss other needed areas altogether. Finally, it may
not always be possible to adjust delivery methods as in e-learning but this can be countered by
deeper teaching and support (Harper, n.d.).
References
Brown, A. H. & Green, T. D. (2016). The essentials of instructional design: Connecting
fundamental principles with process and practice.
Routeldge. https://ikhsanaira.files.wordpress.com/2016/05/the-essential-ofinstructional-
design.pdf
Harper, C. (n.d.). What is a learner analysis for instructional design and elearning? e-learning &
instructional design. Retrieved April 21, 2022, from
https://www.eteachonline.com/blog/understandlearners
McDonald, J. K., & West, R. E. (2021). Design for learning. EdTech Books. Retrieved April 25,
2022, from https://edtechbooks.org/id%26nav_pos=0
Rieber, L. (2012). Introduction to instructional design learner and context analysis [PDF].
Retrieved April 24, 2022, from http://faculty.mercer.edu/codone_s/tco363/2014/learnercontext_
rieber.pdf
Siemens, G. (2002, September 30). Learner analysis - eme5601. google sites. Retrieved April 23,
2022, from https://sites.google.com/site/eme5601/module-6-learner-setttinganalysis/
learner-analysis
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