The purpose of this study was to examine the effects of theoretically-guided, instructional design strategies in an online learning module that was implemented in four undergraduate sport management and recreation courses. The study was framed within Social Cognitive Theory, a well-studied model for adult learning, and several instructional design hypotheses were examined. Using an experimental research design, the effects of online discussion groups and multiple formats on students' self-efficacy perceptions in an online learning module were examined. Results of the analyses indicated that the use of discussion groups produced significantly higher self-efficacy perceptions compared to the other instructional design strategies. Findings from the study are discussed.