1. 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

2. 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.

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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,
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,
Siragusa, L. (2001). In search of instructional design principles for online learning in higher education. Proceedings Western Australian Institute for Educational Research Forum Available: