The impact of constructivist and cognitive distance instructional design on the learner’s creativity

Creativity is at the heart of the 21st century educational work. Learner’ creativity or learner’s creative thinking skills are among the most important skills they need to be prepared for the knowledge society. The rapid development of technology in the modern era sheds light on the place and importance of creativity in education. Technology also has brought change in the way the students learn (collaboration strategy) and recently the computer-based instruction associated with electrical technologies has been a popular way of instruction that learning is no longer confined to classrooms (distance learning). Also in the case of the students if they want to take effective advantage of technology, they have to use the constructivist and cognitive skills (psychological learning theory). Recently education experts have tried to show how a distance instructional can be designed. The main question of this paper is what effects the distance instructional design based on the views of constructivism and cognitivism have on the learners’ creativity.The definition of distance education (e-learning), the instruction design based on constructivist view and its function in education and distance learning (e-learning), the instruction design based on cognitive view and its function in education and distance learning (e-learning), the factors affecting the creativity development and accommodation (comparison) the characteristics of the instructural context, and the impact of the appropriate learning on the creativity development according to these settings are among the other main points of this review.