2008 Conference on Information Technology Salt Lake, Utah Sound Constructivist Instructional Design Principles for Synchronous and Asynchronous E-learning Environments Dr. Abed H. Almala, Online Professor Strayer University

Quality e-learning Quality e-learning is a web-based learning environment designed, developed and delivered based on several dynamic principles, such as institutional support, course development, teaching/learning, course structure, student support, faculty support and evaluation and assessment (Phipps & Merisotis, 2000). Instructional design is a systematic process for developing effective instruction. Identifying effective instructional design principles is important for a quality e-learning environment.

Instructional Design Principles According to personal experience and the research (Picciano, 2001; Siragusa, 2001; Driscoll, 1998; Polyson et al., 1996; Murphy et al., 1997; Minoli, 1996; Moore and Kearsley, 1996), the following instructional design principles have been developed and used successfully in a quality e learning course and program: Structure Interaction and Motivation Immediate Feedback Ongoing Assessment and Evaluation

Instructional Design Principles--Continued Structure Focus on the needs of the learners, the requirements of the content, and the constraints faced by the instructor, before selecting a delivery system Optimal web-based content needs effective yet simple and easy-to-use graphics, audio, video, and text. Add new information, secure the course site and flow of information

Instructional Design Principles--Continued Make sure that either an able or disabled person can access and use a course website easily and effectively Present information in a variety of ways and encourage students to relate what is learned electronically to work experiences Advanced technology made the task of proctoring e-learning tests easier

Instructional Design Principles--Continued Interaction and Motivation Student-faculty contact in e-learning classes is the most important factor in student motivation and involvement Effective technology tools are instrumental in improving the communication process between e-learning students and instructors A dialogic structure is necessary in an effective learning environment

Instructional Design Principles--Continued Immediate Feedback E-learning students need appropriate and immediate feedback on performance to benefit from quality e-learning courses and keep their motivation levels high The synchronous discussion web tool enhances the e-learning environment and culture by making it dynamic and open to the whole community of learners

Instructional Design Principles--Continued Vary assessment and learning tasks and techniques such as collaborative e-learning activities, electronic research, timely reports/assignments posted to the designated course website Consistency in instruction, and varying e-learning instructional techniques and methods would be helpful in the learning process for quality e-learning environments

Ongoing Assessment and Evaluation The e-learning course should contain qualitative and quantitative assessment components that measure student performance appropriate to the content and objectives of the course E-learning instructors could use rubrics so students could structure their work effectively

Ongoing Assessment and Evaluation E-learning students should be given the opportunity to evaluate their learning outcome, the course content, the course management, and the efficiency of the method of delivery during and at the end of the course

Final Thoughts E-learning literature and practice suggest that quality e-learning requires durable pedagogical strategies to design, develop and implement effective e-learning courses and programs in which students assume significant responsibility toward their own learning; effective collaboration and meaningful engagement between students and instructor to establish productive discourse, constructive solutions to real-life problems, projects, and learning activities; and diverse evaluation procedures to assess student learning

References Driscoll, M. P. (1998). Web-based training: Using technology to design adult learning experiences. San Francisco: Jossey-Bass/Pfeiffer. Minoli, D. (1996). Distance learning technology and applications. Boston, MA: Artech House. Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA: Wadsworth. Murphy, K. L., Cathcart, S., & Kodali, S. (1997). Integrating distance education technologies in a graduate course. TECHTRENDS, 24-28. Phipps, R., & Merisotis, J. (2000). Quality on the online: Benchmarks for success in Internet-based distance education. Washington, DC: The Institute for Higher Education Policy. Picciano, A. G. (2001). Distance learning: Making connections across virtual space and time. New Jersey: Prentice Hall. Polyson, S., Saltzberg, S., & Godwin-Jones, R. (1996, September). A practical guide to teaching with the world wide web. Syllabus, 10, 12-16. Siragusa, L. (2001). In search of instructional design principles for online learning in higher education. Proceedings Western Australian Institute for Educational Research Forum 2000. Available: http://education.curtin.edu.au/waier/forums/2001/siragusa.html.