Evaluating an Online Programming Instructional Process Organized Through Elaboration Theory

Evaluating an Online Programming Instructional Process Organized Through Elaboration Theory

Ünal Çakıroğlu, Mücahit Öztürk
DOI: 10.4018/IJWLTT.2018100101
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This article draws on a semester design study to evaluate the quality of an online from the point of e-learning. Adobe Connect web conferencing system was used as a delivery platform in an Introductory Programming course. The course content was specifically sequenced and elaborated in terms of elaboration theory (ET). Thirty pre-service computer teachers enrolled in instructional technologies department online program were participated to the study. The evaluation criteria included dimensions of e-learning in which both qualitative and quantitative data was used. The results indicated that the online course almost met the seven dimensions of e-learning in order to provide high quality learning outcomes. Elaborating the content provided positive contributions to the dimensions of content, interaction, learning and support. Along with the results, some implications were provided for elaborating and evaluating the content for online courses.
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Organizing Course Content For Quality Online Learning

The quality of online learning design influences learning outcomes through technology, face-to-face support and quality of content (Kintu, Zhu & Kagambe, 2017). Some studies have been carried out regarding the evaluation of pedagogical dimensions of online learning quality (Robinson & Wizer, 2016; Nacu et al., 2016). Martin, Ndoye and Wilkins (2016) expressed Course overview & Introduction, Learning Objectives, Assessment & Measurement, Instructional Materials, Course Activities & Learner Interaction, Course Technology, Learner Support, Accessibility & Usability as pedagogical characteristics from quality matters. Also, Sims, Dobbs and Hand (2002); focused on online learning of Strategic Intent, Content, Learning Design, Interface Design, Assessment, Student Support, Utility of Content, Outcomes dimensions.

In this regard, while Moore and Kearsley (2011) suggested to divide content into meaningful simple parts to make it easy for the online learners; Allen (2016) points out flexible organization on contents to provide student-content interaction and use students’ cognitive potentials via learner control. However, some efforts are spent to establish a certain order with content units to associate objectives and the learning activities; it still remains a challenging issue to formulate organizing the content, thus more work is needed in the field of online instructional design.

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