Considerations for IEL Courseware Design and the Next Generation of E-learning

Abstract

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...

Visual Literacy and Visualization in Instructional Design and Technology for Learning Environments

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