One definition of instructional design theory is a theory that offers guidance and direction in the field of education to better help people learn and develop (Reigeluth, 1983, p 5) . Types of learning and development can vary and include cognitive, emotional, spiritual, physical, and social foundations. The student can receive this knowledge in several methods, including teacher-led in-person learning, student-focused online facilitated learning, and any number of hybrid or blended formats. Key factors for the instructional designer creating learning content and delivery are the learning goals and objectives, learner traits and characteristics, and the delivery methodology dictated by the technology, learners, and content (Willis and Lockee , 2004). When distance learning is a consideration for the designer, the method of teaching delivery and the availability of technology and communications systems become a critical factor. Group B discusses four models based on instructional design theory 1) the situated model; 2) the Cascade/Spiral Models; 3) the R2D5 Model; and 4) the problem-based learning model, a design approach with constructivist theoretical foundations. Instructional design models are used to recognize the influences of distributed learning and make it clear that it is different from traditional learning (Willis & Lockee, 2004). Generally, instructional design models share these components: • Evaluation of the technological context, students and content – ​​to ensure that the available technology can deliver the designed learning, that students can access and understand the technology, and that the delivery is appropriate for the learning content. • Statement of Objectives – Objectives form the basis for achievement, assessment and student… half of document…-Fernandez, R. and Fernandez-Manjon, B. (October 2009). Adaptive role-playing games: An immersive approach to problem-based learning. Educational Technology and Society, 12, 4. p.110(15). Retrieved February 5, 2010, from Academic OneFile via Gale.Schneider, D.K. (2006). Online learning in the diplomacy laboratory. Faculty of Psychology and Educational Sciences, Université de Genève, Geneva, Switzerland. Retrieved from TECFA Education & Technologies website.Wells, S.H., Warelow, P.J., & Jackson, K.L. (October 2009). Problem-based learning (PBL): A conundrum. Contemporary Nursing, 33, 2. p.191(11). Retrieved February 5, 2010, from Academic OneFile via Gale.Willis, L.L., & Lockee, B.B. (2004). A pragmatic model of instructional design for distance learning. International Journal of Educational Media, 31(1), 9+. Retrieved February 6, 2010 from the Questoa database.