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Principles of Concurrent E-Learning Design

Principles of Concurrent E-Learning Design

Knut Arne Strand, Arvid Staupe, Tor Atle Hjeltnes
Copyright: © 2013 |Pages: 28
ISBN13: 9781466621930|ISBN10: 1466621931|EISBN13: 9781466621947
DOI: 10.4018/978-1-4666-2193-0.ch004
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MLA

Strand, Knut Arne, et al. "Principles of Concurrent E-Learning Design." Enterprise Resource Planning Models for the Education Sector: Applications and Methodologies, edited by Kanubhai K. Patel and Sanjaykumar Vij, IGI Global, 2013, pp. 48-75. https://doi.org/10.4018/978-1-4666-2193-0.ch004

APA

Strand, K. A., Staupe, A., & Hjeltnes, T. A. (2013). Principles of Concurrent E-Learning Design. In K. Patel & S. Vij (Eds.), Enterprise Resource Planning Models for the Education Sector: Applications and Methodologies (pp. 48-75). IGI Global. https://doi.org/10.4018/978-1-4666-2193-0.ch004

Chicago

Strand, Knut Arne, Arvid Staupe, and Tor Atle Hjeltnes. "Principles of Concurrent E-Learning Design." In Enterprise Resource Planning Models for the Education Sector: Applications and Methodologies, edited by Kanubhai K. Patel and Sanjaykumar Vij, 48-75. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2193-0.ch004

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Abstract

Instructional design is a process that in many cases requires multidisciplinary collaboration among several stakeholders. Domain experts, pedagogues, technical experts, economists, administrative personnel, customer representatives, instructors, and learners may have very different preferences, and sometimes it is a great challenge to coordinate them all. In this chapter, the authors present the principles of concurrent e-learning design. Concurrent e-learning design is a novel approach to computer supported and cooperative instructional design where several stakeholders actively participate in the design process. The results from a concurrent e-learning design project can typically be a comprehensive design document containing details regarding how higher education e-learning courses should be developed and delivered. The authors have worked to codify this methodological approach for several years and conducted a qualitative analysis of data collected during this period. This analysis has yielded sixteen principles, which are grouped into five categories and presented in this chapter. The chapter describes each principle in detail, discusses whether ERP systems can be of assistance in the instructional design process, and outlines a plan for testing ERP systems in connection with the concurrent e-learning design approach.

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