Designing quality e-learning environments in higher education

سال انتشار: 1393
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 676

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تاریخ نمایه سازی: 22 دی 1393

چکیده مقاله:

With the growth of online learning (Electronic learning) in educational courses in universities, the practical suggestions and guidelines to facilitate, develop and distribute (Get) effective Pedagogical environment (Teaching and Learning) in e-learning are more necessary. To this end, this paper offers a 24 dimensional model from recommendations that have been developed based on students and faculty attitudes. These 24 dimensions are consistent with the pedagogical diverse needs of learners and in various styles of courses and lessons. These 24 dimensions are grouped in three main aspects, which are used based on the formation of educational analysis, designed to receive and evaluate Electronic learning environments in higher education for Pedagogical quality optimization. The approach used in this study has been done based on qualitative methods and previous research. The research literature concerning electric learning environments and its design in higher education, which provided conceptual model based on them, has also been done. Providing the Instructional design for online learning (IDOL) model for universities and higher education. This model has 24 dimensions and three main sections, the first part consisting of teachers, pedagogical approach, learning context, learning objectives and the mentoring role with eleven dimensions, The second strategy involves the development and electronic instruction reception, instructional strategies, selection and development of instructional materials and manufacturing instruction in eleven dimensions. Finally, the third section involves the design and production of formative evaluation, educational revision with two dimensions .Instructional design for online learning (IDOL) model has been designed in conformity with the distribution and pedagogical needs of students and professors in higher education; this model has not been proposed to replace any of the specific models of e-learning. But this model is designed to work alongside other instructional design models. To ensure that the proper decisions have been taken in the instructional design, development of effective pedagogical (teaching and learning), electronic learning environments, pedagogical dimensions presented in this article undoubtedly require continuous revision; this issue requires further research in the design of electronic learning quality


Bahman Yasbolahgi Sharahi

Faculty member of Arak University, Iran

Mohammad Mehdi Pasandideh

Faculty member of Payam Noor University, Iran