How to Design an Active E-Course?

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

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Designed Learner Interactions in Blended Course Delivery

Online Learning ◽

10.24059/olj.v15i1.183 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Reba-Anna Lee ◽

Brian Dashew

Keyword(s):

Instructional Design ◽

Best Practices ◽

Design Process ◽

Course Delivery ◽

Student Interactions ◽

Face To Face ◽

Instructional Design Process ◽

Hybrid Delivery ◽

Academic Technology ◽

Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

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A Case Study on Instructional Design Process of Pre-service Teachers in Practice Teaching

The Journal of Korean Teacher Education ◽

10.24211/tjkte.2009.26.3.169 ◽

2009 ◽

Vol 26 (3) ◽

pp. 169-197 ◽

Cited By ~ 2

Author(s):

박기용 ◽

강이철 ◽

배영직

Keyword(s):

Instructional Design ◽

Design Process ◽

Instructional Design Process ◽

Practice Teaching

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Cultural Adaptation of E-Learning Courseware

Cases on Cultural Implications and Considerations in Online Learning ◽

10.4018/978-1-4666-1885-5.ch010 ◽

2012 ◽

pp. 192-209

Author(s):

Randall Stieghorst ◽

Andrea L. Edmundson

Keyword(s):

Instructional Design ◽

Design Process ◽

Ethical Dilemmas ◽

Code Of Conduct ◽

Corporate Environment ◽

Web Based ◽

Global Organizations ◽

Learning Modules ◽

Instructional Design Process ◽

E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

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Teaching Statistics and Operations Research Online

Cases on Successful E-Learning Practices in the Developed and Developing World ◽

10.4018/978-1-60566-942-7.ch020 ◽

2010 ◽

pp. 298-311 ◽

Cited By ~ 1

Author(s):

A. Juan ◽

J. Faulin ◽

P. Fonseca ◽

C. Steegmann ◽

L. Pla ◽

...

Keyword(s):

Operations Research ◽

Online Teaching ◽

Teaching And Learning ◽

Online Courses ◽

Web Based ◽

Face To Face ◽

Face To Face Instruction ◽

Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

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Cultural Adaptation of E-Learning Courseware

Cases on Globalized and Culturally Appropriate E-Learning ◽

10.4018/978-1-61520-989-7.ch013 ◽

2011 ◽

pp. 263-279

Author(s):

Randall Stieghorst ◽

Andrea L. Edmundson

Keyword(s):

Instructional Design ◽

Design Process ◽

Ethical Dilemmas ◽

Code Of Conduct ◽

Corporate Environment ◽

Web Based ◽

Global Organizations ◽

Learning Modules ◽

Instructional Design Process ◽

E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company’s Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

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Cultural Adaptation of E-Learning Courseware

Human Rights and Ethics ◽

10.4018/978-1-4666-6433-3.ch040 ◽

2015 ◽

pp. 729-740

Author(s):

Randall Stieghorst ◽

Andrea Edmundson

Keyword(s):

Instructional Design ◽

Design Process ◽

Ethical Dilemmas ◽

Code Of Conduct ◽

Corporate Environment ◽

Web Based ◽

Global Organizations ◽

Learning Modules ◽

Instructional Design Process ◽

E Learning

Web-based and self-paced learning modules have become a common-and sometimes primary-tool used by the Ethics & Compliance departments of global organizations to educate employees worldwide. These e-learning modules provide guidance around such topics as the company's Code of Conduct, specific policies or laws, globally applicable corporate standards, and how best to manage ethical dilemmas in a corporate environment. In this case, the authors describe the instructional design process that were used on various ethics and compliance courses to achieve a more global, regional, or country-specific applicability, including an overview of changes made to content and methodology that was originally perceived as “very American.”

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Plagiarism Instruction Online: Assessing Undergraduate Students’ Ability to Avoid Plagiarism

College & Research Libraries ◽

10.5860/crl.67.5.418 ◽

2006 ◽

Vol 67 (5) ◽

pp. 418-428 ◽

Cited By ~ 28

Author(s):

Pamela A. Jackson

Keyword(s):

Instructional Design ◽

Comparative Analysis ◽

Student Learning ◽

Design Process ◽

Undergraduate Students ◽

Information Literacy ◽

Web Based ◽

Instructional Design Process ◽

Quiz Scores

This study assesses undergraduate students’ understanding of plagiarism through the use of an interactive, Web-based tutorial, Plagiarism: The Crime of Intellectual Kidnapping. The author details the instructional design process used to create this information literacy resource and integrate it into the curriculum. Data from 2,829 student quiz scores are analyzed to assess student learning. The results of this study indicate that students have difficulty grasping concepts related to paraphrasing. A comparative analysis of pre- and posttest results shows that student scores improved an average of 6 percent.

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