Full-Surround “Instructional Design” Support for Quality E-Learning: A Conceptual Case Study out of Kansas State University

Shalin Hai-Jew (Hutchinson Community College, USA)
Copyright: © 2011 |Pages: 108
EISBN13: 9781609606640|DOI: 10.4018/978-1-60960-111-9.ch007
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Supporting quality e-learning in an institution of higher education is a non-trivial task. This challenge stems from the complexity of online learning with a mesh of laws (such as intellectual property and accessibility ones) and policies that undergird the foundational level of quality. There are the ever-evolving technological challenges—of technological learning platforms, digital learning objects, authoring tools, multimedia, the Internet, and the Web. In an academic environment which emphasizes academic freedom, there are few levers to motivate quality—except through faculty-imposed standards, funding mechanisms, quality endorsements, or other incentives. The variance in learning domains may make a shared concept of quality more elusive and likewise variant. Professional subject matter experts and faculty members have different preferences and standards as well, and their choices of teaching methods will vary. Learner expectations affect the concept and perception of quality. The normal constraints of resources, budget, time, knowledge, and skills, also apply as potential challenges to a friction-free development of quality e-learning. This chapter uses the instructional design framework to reflect on practical ways to support quality e-learning.
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