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Educational Design as a Key Issue in Planning for Quality Improvement

Educational Design as a Key Issue in Planning for Quality Improvement

Albert Sangra, Lourdes Guardia, Mercedes Gonzalez-Sanmamed
Copyright: © 2007 |Pages: 16
ISBN13: 9781591409502|ISBN10: 1591409500|ISBN13 Softcover: 9781591409519|EISBN13: 9781591409526
DOI: 10.4018/978-1-59140-950-2.ch017
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MLA

Sangra, Albert, et al. "Educational Design as a Key Issue in Planning for Quality Improvement." Making the Transition to E-Learning: Strategies and Issues, edited by Mark Bullen and Diane Janes, IGI Global, 2007, pp. 284-299. https://doi.org/10.4018/978-1-59140-950-2.ch017

APA

Sangra, A., Guardia, L., & Gonzalez-Sanmamed, M. (2007). Educational Design as a Key Issue in Planning for Quality Improvement. In M. Bullen & D. Janes (Eds.), Making the Transition to E-Learning: Strategies and Issues (pp. 284-299). IGI Global. https://doi.org/10.4018/978-1-59140-950-2.ch017

Chicago

Sangra, Albert, Lourdes Guardia, and Mercedes Gonzalez-Sanmamed. "Educational Design as a Key Issue in Planning for Quality Improvement." In Making the Transition to E-Learning: Strategies and Issues, edited by Mark Bullen and Diane Janes, 284-299. Hershey, PA: IGI Global, 2007. https://doi.org/10.4018/978-1-59140-950-2.ch017

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Abstract

This chapter focuses on the need for redesigning courses to develop an appropriate educational or instructional model to achieve a high level of quality in e-learning. It argues that e-learning must be integrated as a process of innovation in the institution for it to become a factor of improvement in the quality of higher education. Transition from conventional education to any model of e-learning demands a well-founded planning strategy to ensure quality in education delivery. Consequently, drawing up strategic plans for the integration of e-learning in our institutions is fundamental. The authors consider there is an obvious need for a greater study into the use of instructional design models and techniques in the sphere of e-learning. The selection of the most suitable instructional design model should allow researchers and practitioners to increase the quality of the educational offerings.

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