The purpose of the study is to explore relationships between learners' cognitive styles and learner variables in preferences about learner interface design and attitudes to e-learning instruction in distance education. Cognitive style has historically been referred to as a psychological dimension representing consistencies in an individual's manner of cognitive functioning, particularly with respect to acquiring and processing information. In this work, to determine learners' field dependence levels, The Group Embedded Figures Test (GEFT) was administered to 157 students enrolled on courses in various fields at Fatih University, Turkey. An attitude survey of students' preferences was carried out. The survey was developed and controlled by three experts in the field of instructional design and technology. It consisted of three sections with 20 items each. The cognitive styles field dependent (FD), field neutral (FN) and field independent (FI) were defined based on the mean scores of the GEFT groups. One-half standard deviation was added to or subtracted from the mean to calculate the cognitive styles. The relationships between groups and attitudes and preferences in e-learning instruction were investigated and the findings presented in tables. These tables included evaluation results for distance education programs as well as successful learning interface design principles defined by content, empowerment, control, clarity of context, visuals, challenges and feedback decisions.

Abstract. The purpose of this study is to discuss strategies for developing integrated elearning (IEL) courseware based on instructional design and technology (IDT) models and approaches as well as new discussions of e-learning. For this purpose, the study begins with the selection of one or more IDT models to conduct an e-courseware design including IEL modules based on instructional strategies and improvements. The authors discuss the strategies and steps that a design team should follow in designing integrated e-courseware, which gives way to effective e-learning with new variables such as job performance and learning. The steps include the development of content, units and modules for an IEL course. To recap, our purpose is to combine the necessary IDT models' strategies for the pedagogical design of an IEL. Powerful IDT models are also discussed so as to meet the very high expectations of IEL with new ideas and new responsibilities in the e-learning process. To develop high quality IEL courseware, we will explain the integrated e-courseware design steps and their practice in order to improve learning tasks, complex cognitive skills, attitudes and competences in the e-learning process, as well as defining job performance and the business environment. At the end of the study, the IEL dimensions, including pedagogical, technological and organizational dimensions, and the main barriers to implementation, including perspectives such as student, teacher-designer, learning materials, job  This paper has been recommended for acceptance by Rushan Ziatdinov. 204European Journal of Contemporary Education, 2013, Vol.(6), № 4 performance, the next generation of e-learning in business and social learning, and context setting, will be discussed and presented.Keywords: E-learning; integrated e-learning; e-courseware design; instructional design models; variables in next generation of e-learning for business and learning. IntroductionOver the last four decades, computers and new technologies have been used extensively to teach students with different learning characteristics (Alessi & Trollip, 1991;Gagne, 1985;Gagne, Wager & Rojas, 1981;Galitz, 1989;Grabinger, 1989;Hannafin, 1989; Hannafin & Hooper, 1989;Heines, 1984;İpek, 2001;Jonassen, 1989;Mechling, Gast & Krupa, 2007;Merrill, 1983Merrill, , 2002 Price, 1991). Today, new learning projects and learning technologies have emerged for use with educational technologies and learning as well as for developing multimedia-based instructional design. Multimedia-based instructional design includes several stages, namely analysis, design, development, implementation and evaluation levels, as well as a generic ADDIE model for designers and educators (Lee & Owens, 2005). In addition to these activities, new instructional applications have been used in learning and teaching with new instructional technologies and computers. One of them is e-learning (or IEL), which teaches and presents information by integrating other technologies as well as distance education tools, such as computer...

The purpose of the study is to discuss e-learning design strategies which can be used for multimedia projects as a design model. Recent advances in instructional technologies have been found to be very important in the design of training courses by using rapid instructional design (ID) approaches. The approaches were developed to use in training and developing elearning projects as well as multimedia design tools. For this reason, this paper will clarify the basic e-learning development techniques, such as ID processes, and the present innovative multimedia design models in addition to traditional instruction design models. In this approach, rapid course development techniques were presented and considered as other ways of e-learning design techniques, such as job training, rapid synchronous e-learning, rapid asynchronous e-learning and online learning with multimedia design models. In the literature, developments in and considerations of multimedia learning are scrutinized. To design effective, efficient and engaging multimedia learning environments, instructional and meaningful e-learning models, which can be defined as integrated e-learning and multimedia projects design models, were developed and discussed. In this paper, firstly, rapid e-learning training development strategies and their characteristics are defined. Secondly, ID systems" stages are presented as a generic model that includes several phases, such as analysis, design, development, implementation and evaluation. In this process, these ID phases were adapted into elearning and multimedia learning design by using ID models and approaches. As a result, the paper is based on research findings and resources in the field of instructional technologies and e-learning design tools for multimedia learning in order to indicate rapid instructional development strategies more effectively.

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It is known that the foundations of learning in the cultural and educational process are laid in the preschool period. In this period, children acquire information on many different subjects by interacting with their environment in every field. Suggestions, intuitions, and experiences lie in the formation of this knowledge. Children, who learn mainly through intuition, gain experiences thanks to the mutual symbolization they make with objects. In this process, they try to make sense of what they perceive according to their experiences. In this study, it was aimed to improve the mathematical skills of preschool children with the use of creative drama techniques, based on the strategies suggested in the instructional design model of Seels and Glasgow, and accordingly, the teaching processes were designed with sessions and activities that included two classroom processes and discussed within the scope of the literature. Keywords: Creative drama; game; instructional design (ID); mathematical skills.