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E-Learning Design Quality

E-Learning Design Quality

Panagiotis Zaharias
Copyright: © 2009 |Pages: 9
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch117
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MLA

Zaharias, Panagiotis. "E-Learning Design Quality." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 831-839. https://doi.org/10.4018/978-1-60566-198-8.ch117

APA

Zaharias, P. (2009). E-Learning Design Quality. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 831-839). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch117

Chicago

Zaharias, Panagiotis. "E-Learning Design Quality." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 831-839. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch117

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Abstract

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.

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