The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

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Instructional Transaction Theory: An Instructional Design Model Based on Knowledge Objects

Instructional Design: International Perspectives I ◽

10.4324/9780203062920-26 ◽

2013 ◽

pp. 397-410

Keyword(s):

Instructional Design ◽

Instructional Design Model ◽

Design Model ◽

Model Based ◽

Knowledge Objects ◽

Transaction Theory

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E-Learning Framework Based on Electronic Learning Management System for the staff of Health Office of Shahid Beheshti University of Medical Sciences

Journal of Medical Education ◽

10.5812/jme.103396 ◽

2020 ◽

Vol 19 (1) ◽

Author(s):

Sughra Alizadeh

Keyword(s):

Public Health ◽

Instructional Design ◽

Management System ◽

Learning Management System ◽

Educational Programs ◽

Instructional Design Model ◽

Design Model ◽

Medical Sciences ◽

Electronic Learning ◽

E Learning

Background: The importance of using modern electronic and virtual education in medical sciences, which can be used without any time limit, is increasingly increasing. Objectives: The current study aimed to provide a framework for distance education based on the Electronic Learning Management System for the staff of the Deputy for Public Health. Methods: This study had three phases. First, the level of preparedness of the staff of the health department (trainers and learners) was assessed through a descriptive-survey using a questionnaire. In the second phase, the analysis of the educational programs that were implemented during the last year was carried out. Finally, in the third phase, to manage the e-learning process based on the selected Instructional design model, considering the newness, a structure was proposed, guaranteeing quality while taking into consideration the deputy’s current facilities and staff. Results: According to the results, 84.4% of the trainers and 87.4% of the learners were agreed with E-learning. 72.2% of trainers noted that their educational programs could be held electronically, and 84.4% of trainers and 64.4% of learners believed that moving toward E-learning is necessary. 82.6% of the goals of the curriculum were cognitive, and 92.4% were theoretical. The design of the structure of E-learning was carried out in the areas of planning, content creation, course implementation, evaluation, and electronic loading. Besides, the tasks of each area were tailored to the Instructional Design Model of Gagne and were based on the capabilities of the Deputy for Public Health. Conclusions: The present study showed that trainers and learners are ready to conduct E-learning and that educational programs also can be held electronically, and a structure that incorporates the quality and proper management of this department is designed based on the potential and personnel resources of the department.

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