An instructional design for eLearning based on behavioristic approach starts from the basic assumption of behaviorism that knowledge is objective, meaning that there is only one correct answer to give or a specific approach to follow, respectively. Although this may sound rigid, and perhaps it is, this is where to start in order for eLearning professionals to get awareness of the type of activities that a behavioristic approach could be appropriate for. It also shows, that behaviorism may not be the appropriate approach for eLearning activities that require the user to develop higher-order skills, such decision-making or problem-solving through analysis, synthesis or evaluation of the information presented.

Objectivism is the key to remember in order to decide whether a behavioristic approach is appropriate for your eLearning activities or not. Is there a single correct answer or multiple approaches may be acceptable. Is knowledge objective? Don’t rush to answer no. Facts and standardized procedures actually are examples of “objective” knowledge. They do not change. Take advantage of this and check the learning objectives of the eLearning course. This is where you need to start.

Examples of how instructional designers have adopted relevant aspects of cognitive theory are described. However, it is argued that such adoption is only a first step. The growing body