Welcome to the InfoSci Platform
Reference Hub1
Using Gagné's Events of Instruction to Analyze Online Course Quality

Using Gagné's Events of Instruction to Analyze Online Course Quality

Marc R. Robinson
Copyright: © 2009 |Pages: 8
ISBN13: 9781605661988|ISBN10: 1605661988|EISBN13: 9781605661995
DOI: 10.4018/978-1-60566-198-8.ch330
Cite Chapter Cite Chapter

MLA

Robinson, Marc R. "Using Gagné's Events of Instruction to Analyze Online Course Quality." Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., IGI Global, 2009, pp. 2231-2238. https://doi.org/10.4018/978-1-60566-198-8.ch330

APA

Robinson, M. R. (2009). Using Gagné's Events of Instruction to Analyze Online Course Quality. In P. Rogers, G. Berg, J. Boettcher, C. Howard, L. Justice, & K. Schenk (Eds.), Encyclopedia of Distance Learning, Second Edition (pp. 2231-2238). IGI Global. https://doi.org/10.4018/978-1-60566-198-8.ch330

Chicago

Robinson, Marc R. "Using Gagné's Events of Instruction to Analyze Online Course Quality." In Encyclopedia of Distance Learning, Second Edition, edited by Patricia L. Rogers, et al., 2231-2238. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-60566-198-8.ch330

Export Reference

Mendeley
Favorite

Abstract

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.