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This article describes a design process for online learning programs that builds on a philosophical base grounded in learning theory, instructional design, and the principles of the process of change. This design process is a six-layered design approach that promotes congruency at the six levels of institution, infrastructure, program, course, unit /activity and student assessment. The conceptual framework for the design process is based on the Vygotskian theory of cognition that focuses on the four core elements of any teaching and learning experience — the learner, the faculty/teacher/mentor, the content /knowledge /skill to be acquired/or problem to be solved, and the environment or context within which the experience will occur. A set of principlebased questions for designing effective and efficient online learning programs assists in implementing this design approach.

This chapter describes a multi-level design process for online and distance learning programs that builds on a philosophical base grounded in learning theory, instructional design, and the principles of the process of change. This chapter does the following: (1) describes a six-level design process promoting congruency and consistency at the institution, infrastructure, program, course, activity and assessment level; (2) describes a conceptual framework for designing online and distance learning programs; and (3) suggests a set of principles and questions derived from that framework. The principles are derived from the Vygotskian theory of cognition that focuses on four core elements of any teaching and learning experience — the learner, the faculty/teacher/mentor, the content /knowledge /skill to be acquired/or problem to be solved, and the environment or context within which the experience will occur. This chapter includes a set of principle-based questions for designing effective and efficient online and distance learning programs.