One of the basic problems in relating learning theories to instructional strategies is that traditionally learning theory has researched the micro unit whereas the instructional environment studies the macro unit. Traditionally, instructional strategy research and development takes the learner as he comes, an integrated organism. In learning theory research, there is control and limitation on the structure of the learning materials, whereas instructional subject-matter is rich in potential organization and hierarchical orderings. Moreover, learning theory research deals in a subset of factors relevant to instruction. This paper addresses problems in bridging gaps between learning research and instructional development by considering the relevance of the premises of learning theory and identifying some promising directions that draw on the concepts of cybernetics and information processing. (Author)