SavedAdd your journal

Journals / Turkish Online Journal of Distance Education / 2014 / Cilt: 15 - Sayı: 1

Effective Principles In Designing E-Course In Light Of Learning Theories

Muhammad K. AFIFI
Saad S. ALAMRI
Pages
128–142
Publication Date
2014-03-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In the light of the findings of this study, with reference to the literature, we present a set of recommendations and pedagogical implications for professionals working in course design in E-learning at University of Dammam.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The researchers conducted an exploratory study to determine the design quality of some E-courses delivered via the web to a number of colleagues at the university.
📊
Key Findings & Data:These are: identifying learning and performance outcomes; identifying methods and strategies of learning; designing learning activities; providing feedback and motivating the learner and determining the context and impact of learning.
💡
Conclusion & Impact:In the light of the findings of this study, with reference to the literature, we present a set of recommendations and pedagogical implications for professionals working in course design in E-learning at University of Dammam.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:E-Learning · E-Course · Instructional Design

Abstract

The researchers conducted an exploratory study to determine the design quality of some E-courses delivered via the web to a number of colleagues at the university. Results revealed a number of shortcomings in the design of these courses, mostly due to the absence of effective principles in the design of these E-courses, especially principles of pedagogy in relation to learning theories. So, this study seeks to identify effective principles in the design of courses for internet-based learning in the light of current learning theories, by answering the following question: What are the most effective principles when designing E-learning courses in the light of current learning theories? After an extensive review and analysis of the literature and previous studies relating to quality standards for the instructional design of E-courses delivered via the web, in particular, and quality standards for E-learning, in general, the results of this study revealed a number of principles for course design in E-learning. These are: identifying learning and performance outcomes; identifying methods and strategies of learning; designing learning activities; providing feedback and motivating the learner and determining the context and impact of learning. In the light of the findings of this study, with reference to the literature, we present a set of recommendations and pedagogical implications for professionals working in course design in E-learning at University of Dammam.

🔖

Cite This Article

AFIFI, M. K., ALAMRI, S. S. (2014). Effective Principles In Designing E-Course In Light Of Learning Theories. Turkish Online Journal of Distance Education, Cilt: 15 - Sayı: 1, 128–142. https://ajindex.com/articles/140224

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Afifi, M. K. (2010). Learning Schafolding as a way to design and develop e-courses and its effectiveness on students’ performance and satisfation in E-learning environment. Journal of Arab Association of Educational Technology, December Issue (pp. 63-107).
  2. Alessie, S. M. & Trollip, S.R. (2001). Multimedia for Learning. (3rd ed.), Massahusetts: Allyn & Bacon. Al-Saleh, B. (2005). Instructional Design and its applications in designing distance learning. In Distance Learning between Theory and Practice. Committee of Distance Learning Authorities in GCC, Center of Distance Learning: Kuwait. Brown, A.R. & Voltz, B.D. (2005, March). Elements of effective E-Learning design. International Review of Research in Open and Distance Learning, vol. 6(1), (pp. 1-7).
  3. Chen, W. & You, M. (2001). Internet mediated design course: the construction of the Internet to assist design course. Design Research, vol.2, (pp. 109–115).
  4. Clark, R. C. (2002, September 10). Six principles of effective e-learning: What works and why. Learning Solutions, (pp. 1-8)
  5. Clark, R.C. & Mayer, R. (2003). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco: Jossey-Bass/Pheiffer. Dabbagh, N. (2003). Scaffolding: an important teacher competency in online learning. TechTrends for Leaders in Education and Training, vol.47(2), (pp. 39-44). eLearnity (2001). Design dynamics for e-learning: Making e-learning successful. Retrieved from http://www.elearnity.com/index.html last accessed September 8, 2012.
  6. Gagne, R.M. (1985). The conditions of learning and theory of instruction. New York: CBS College. Garrison, D. & Anderson, T. (2006). E-learning in the 21st Century: A Framework for research and practice. Translated into Arabic by M. Arbash, KSA, MOHE: Obaikan Press,
  7. Riyadh. Hsi, S. & Gale, C. (2003). Effective e-learning using learner-centered design. Tutorial notes of paper presented at the annual meeting, Computer Human Interaction, Ft. Lauderdale, FL. Hsu, C-M., Yeh, Y-C. & Yen, J. (2009, January). Development of design criteria and evaluation scale for web-based learning platforms. International Journal of Industrial Ergonomics, vol. 39(1), (pp. 90-95).
  8. Hussin, H., Bunyarit, F. & Hussein, R. (2009). Instructional design and e-learning: Examining learners’ perspective in Malaysian institutions of higher learning. Campus-Wide Information Systems, vol. 26(1), (pp. 4-19).
  9. Jonassen, D.H. (1999). Designing constructivist leaning environme