Evaluating an Online Programming Instructional Process Organized Through Elaboration Theory

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.