E-Learning Design Quality

2011 ◽  
pp. 831-839
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Research Agenda ◽  
Subsequent Development ◽  
Design Guidelines ◽  
Two Dimensions ◽  
Learning Design ◽  
Effective Pedagogy ◽  
E Learning ◽  
Learning Research

A critical review of the literature was conducted which resulted in the formulation of an e-learning research agenda with a focus on quality and e-learning design issues. The e-learning research agenda summarizes the most commonly identifiable research dimensions regarding e-learning design that influence e-learning quality. It includes issues such as: • Implementation of learner-centered design paradigms (Hsi & Soloway, 1998; Norman & Spohrer, 1996; Soloway, Guzdial, & Hay, 1994). Humancomputer interaction and human factors researchers as well as cognitive scientists have been actively involved in this strand of research. • Implementation of effective pedagogy for the design of e-learning courses and the subsequent development of instructional design guidelines (Clark, 2002; Dimitrova & Sutcliffe, 1999; Govindasamy, 2002; Weston, Gandell, McApline, & Filkenstein,1999). Furthermore, effective pedagogy includes investigation and incorporation of cognitive methods (such as learning styles and strategies, problem solving, metacognition, etc.) and research in the development of new instructional design models (Alavi & Leidner, 2001; Clark, 2002; Clark & Mayer, 2003). Researchers from Educational Psychology and Instructional Design have been researching such issues. • Guidelines and frameworks for quality assurance and evaluation (Barbera, 2004; Boud & Prosser, 2001; Johnson & Aragon, 2002; McGorry, 2003; Sonwalkar, 2002 ). This strand of research transects the aforementioned two dimensions and can be considered an umbrella for e-learning developments.

E-Learning Design Quality

2011 ◽  
pp. 763-771 ◽  
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Critical Review ◽  
Research Agenda ◽  
Learning Design ◽  
Review Of The Literature ◽  
Design Issues ◽  
Design Quality ◽  
E Learning ◽  
Learning Research

A critical review of the literature was conducted which resulted in the formulation of an e-learning research agenda with a focus on quality and e-learning design issues. The e-learning research agenda summarizes the most commonly identifiable research dimensions regarding e-learning design that influence e-learning quality.

scholarly journals How We Evaluate Postgraduate Medical E-Learning: Systematic Review (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Anneloes de Soet ◽  
Sabine van der Horst ◽  
Kieran Walsh ◽  
Michiel Westerman ◽  
...  
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Primary Outcome ◽  
Postgraduate Medical Education ◽  
Case Reports ◽  
Rapid Evolution ◽  
Learning Design ◽  
Evaluation Tool ◽  
Electronic Learning ◽  
E Learning

BACKGROUND Electronic learning (e-learning) in postgraduate medical education has seen a rapid evolution; however, we tend to evaluate it only on its primary outcome or learning aim, whereas its effectiveness also depends on its instructional design. We believe it is important to have an overview of all the methods currently used to evaluate e-learning design so that the preferred method may be identified and the next steps needed to continue to evaluate postgraduate medical e-learning may be outlined. OBJECTIVE This study aimed to identify and compare the outcomes and methods used to evaluate postgraduate medical e-learning. METHODS We performed a systematic literature review using the Web of Science, PubMed, Education Resources Information Center, and Cumulative Index of Nursing and Allied Health Literature databases. Studies that used postgraduates as participants and evaluated any form of e-learning were included. Studies without any evaluation outcome (eg, just a description of e-learning) were excluded. RESULTS The initial search identified 5973 articles, of which we used 418 for our analysis. The types of studies were trials, prospective cohorts, case reports, and reviews. The primary outcomes of the included studies were knowledge, skills, and attitude. A total of 12 instruments were used to evaluate a specific primary outcome, such as laparoscopic skills or stress related to training. The secondary outcomes mainly evaluated satisfaction, motivation, efficiency, and usefulness. We found 13 e-learning design methods across 19 studies (4% 19/418). The methods evaluated usability, motivational characteristics, and the use of learning styles or were based on instructional design theories, such as Gagne’s instructional design, the Heidelberg inventory, Kern’s curriculum development steps, and a scale based on the cognitive load theory. Finally, 2 instruments attempted to evaluate several aspects of a design, based on the experience of creating e-learning. CONCLUSIONS Evaluating the effect of e-learning design is complicated. Given the diversity of e-learning methods, there are many ways to carry out such an evaluation, and probably, many ways to do so correctly. However, the current literature shows us that we have yet to reach any form of consensus about which indicators to evaluate. There is a great need for an evaluation tool that is properly constructed, validated, and tested. This could be a more homogeneous way to compare the effects of e-learning and for the authors of e-learning to continue to improve their product.

The Cultural Adaptation of E-Learning

2011 ◽  
pp. 308-325 ◽  
Author(s):  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Cultural Analysis ◽  
Instructional Designer ◽  
Course Content ◽  
Instructional Methodologies ◽  
Cultural Preferences ◽  
E Learning ◽  
Design Skills

Culturally appropriate instructional design requires the integration of instructional design skills with intercultural knowledge. In e-learning, as in classroom-based courses, courses that accommodate the learning styles and cultural preferences of the targeted learners will offer the best—and fastest—learning outcomes. In this chapter, the author illustrates how to modify an existing e-learning course—or design one ‘from scratch’—that aligns the course content, the instructional methodologies (including activities and assessments) and the technology to the needs and environment of learners in other countries. The ‘smart’ instructional designer conducts a cultural analysis and makes validated changes to e-learning courses, before they are sent for translation, localization, or final production.

scholarly journals E-Learning, Multiple Intelligences Theory (MI) And Learner-Centred Instruction: Adapting MI Learning Theoretical Principles To The Instruction Of Health And Safety To Construction Managers

2009 ◽  
Vol 6 (2) ◽  
Author(s):  
Paul McNamee ◽  
Dave Madden ◽  
Frank McNamee ◽  
John Wall ◽  
Alan Hurst ◽  
...  
Keyword(s):  
Instructional Design ◽  
Multiple Intelligences ◽  
Health And Safety ◽  
Psychological Theory ◽  
Design Guidelines ◽  
Theory And Practice ◽  
Entry Points ◽  
Virtual Class ◽  
Theory Of Multiple Intelligences ◽  
E Learning

This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983).  The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been implemented successfully in a wide array of traditional educational settings. Nonetheless, very little research has been carried out on developing frameworks for elevating MI into an e-learning environment. Specifically, the project hopes to adapt and utilize MI theoretical learning principles to create a virtual class specifically designed for instructing health and safety to construction managers. This paper explores the emerging principles from both theory and practice in order to identify the appropriate methodology for the successful incorporation of MI based instructional techniques in the virtual class design. Guidelines are provided on how the MI concept of ‘entry points’ can best be adapted for the specific learners (in this case construction managers) and class content (in this case health and safety). Of particular concern to this papers examination of ‘entry points’ is the potential for the deployment of intelligence profiling research to create a class tailor-made for construction managers while simultaneously adaptive to each learners individual needs. Emerging from this analysis, the paper will provide core recommendations including how to create problem based instructional activities that are directly related to both the participant’s intelligence strengths and to the class content.

scholarly journals Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Krystyna Krzyszkowska ◽  
Maria Mavrommati
Keyword(s):  
Instructional Design ◽  
Student Perceptions ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Learning Model ◽  
Online Course ◽  
Learning Design ◽  
Digital Competence ◽  
E Learning

: Education authorities in Norway endorse online courses for in‑service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e‑learning model.

Principles of Concurrent E-Learning Design

2013 ◽  
pp. 48-75
Author(s):  
Knut Arne Strand ◽  
Arvid Staupe ◽  
Tor Atle Hjeltnes
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Methodological Approach ◽  
Learning Design ◽  
Erp Systems ◽  
Domain Experts ◽  
Instructional Design Process ◽  
Administrative Personnel ◽  
Novel Approach ◽  
E Learning

Instructional design is a process that in many cases requires multidisciplinary collaboration among several stakeholders. Domain experts, pedagogues, technical experts, economists, administrative personnel, customer representatives, instructors, and learners may have very different preferences, and sometimes it is a great challenge to coordinate them all. In this chapter, the authors present the principles of concurrent e-learning design. Concurrent e-learning design is a novel approach to computer supported and cooperative instructional design where several stakeholders actively participate in the design process. The results from a concurrent e-learning design project can typically be a comprehensive design document containing details regarding how higher education e-learning courses should be developed and delivered. The authors have worked to codify this methodological approach for several years and conducted a qualitative analysis of data collected during this period. This analysis has yielded sixteen principles, which are grouped into five categories and presented in this chapter. The chapter describes each principle in detail, discusses whether ERP systems can be of assistance in the instructional design process, and outlines a plan for testing ERP systems in connection with the concurrent e-learning design approach.

scholarly journals Two perspectives on e-learning design: A synopsis of a U.S. and a European analysis

2014 ◽  
Vol 15 (4) ◽  
Author(s):  
Stefanie A. Hillen ◽  
Melodee Landis
Keyword(s):  
United States ◽  
Instructional Design ◽  
Instructional Strategies ◽  
United States Of America ◽  
Research Question ◽  
The United States ◽  
Learning Design ◽  
Design Models ◽  
E Learning ◽  
Learning Development

<p>This article seeks to examine e-learning design arising from two educational traditions: the United States of America and Europe. The research question is: Broadly, what kinds of pedagogy, instructional design models, or didactical models are established and proposed for e-learning design on the two continents? Two researchers examined multiple articles and texts in an effort to discern the prominent approaches in their respective regions. The analysis is tripartite: First, the educational philosophies, which have guided e-learning design on each continent, will be presented; second, specific theories about learning influencing e-learning design will be discussed; and finally, e-learning design, which arises from innovative instructional strategies, will be investigated. The resulting analysis brings to the surface not only how the values that underpin e-learning development in each region differ but also how specific perspectives influence the respective fields. The researchers acknowledge these differences but also remark on the historic and contemporary symbiosis that has endured even in this relatively new field of e-learning.</p>

scholarly journals Editorial: Review and trend analysis of knowledge management and e-learning research

2018 ◽  
pp. 371-374
Keyword(s):  
Knowledge Management ◽  
Trend Analysis ◽  
Learning Design ◽  
Learning Context ◽  
Fast Development ◽  
E Learning ◽  
Learning Research ◽  
Editorial Review ◽  
Analysis Of Knowledge ◽  
The Way

In recent years, technology-enhanced knowledge management and learning have attracted much attention from educators and researchers. Various successful applications as well as the potential of knowledge management and e-learning have been reported. In the meantime, the fast development of technologies is affecting the way of knowledge management and learning design as well as the learning context. Therefore, it is important to investigate the trends of knowledge management and e-learning and to review their impacts from different perspectives.

scholarly journals Diseño educativo en línea para la formación profesional en sexualidad humana

2015 ◽  
pp. 212-237
Author(s):  
C. a Dra. Yunuen Ixchel Guzmán-Cedillo ◽  
Dra. Rosa Del Carmen Flores Macías ◽  
Dr. Felipe Tirado Segura
Keyword(s):  
Instructional Design ◽  
Situated Learning ◽  
Human Sexuality ◽  
Learning Activities ◽  
Learning Design ◽  
Professional Programs ◽  
Theoretical Perspectives ◽  
E Learning ◽  
On Line ◽  
De Medicina

El artículo expone el diseño educativo, puesta en práctica y evaluación de la operación en línea (pataforma Moodle) de una asignatura (Sexualidad humana) a nivel universitario. Se parte de tres referentes teóricos: el aprendizaje situado, la co-construcción del conocimiento y la formación profesional basada en competencias. El procedimiento se dividió en tres fases: encuadre teórico e institucional, estructuración curricular y validación, puesta en práctica y evaluación. El diseño se probó con estudiantes de dos carreras de medicina. Al concluir el curso, los estudiantes respondieron un cuestionario para evaluarlo. Se observaron resultados positivos en actitudes, conocimientos y atención con respecto al asesor; la evaluación más baja fue la otorgada a la plataforma. Los recursos (links, video y artículos) fueron visitados por los estudiantes de 21 a 162 ocasiones, las diferencias se dieron según los temas. El 90% de los estudiantes realizaron todas las actividades de aprendizaje. Estos resultados son  útiles para poder mejorar el diseño en términos de recursos tecnopedagógicos.Abstract The objective of this paper is to expose results about e-learning instructional design of human sexuality in Medicine degree program. It was derivative from situated learning, co-constructivist learning and theoretical perspectives competences. The design was tested with 16 students of 2 professional programs, it was organized in Moodle into 16 thematic weeks. At the end of the course students answered an anonymous opinion questioner in order to assess the course. Highest results were about attitude, knowledge and quickly answer from the on-line assessor, the lowest grade was usability of Moodle. Students had visited the resources from 21 to 162 times per week it depends of topic. 90% of students did all learning activities. This information is useful to improve the instructional e-learning design of this course. Recibido: 03 de diciembre de 2012Aceptado: 11 de junio de 2013

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