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Designing Instruction for Successful Online Learning
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Author(s): Mohamed Ally (Athabasca University, Canada)
Copyright: 2009
Pages: 6
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch084
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Abstract
Teaching and training has been going on for decades; however, the design methods and delivery technology have changed over the years. The invention of the Internet and the computer, especially the microcomputer and the availability of computer software, has revolutionized the design and delivery of instruction using online methods. Studies and analyses (Kulik, Kulik, & Shwalb, 1986; Lawson, 1999; Wesley, Krockover, & Hicks, 1985) have concluded that online learning is as effective, and in some cases, more effective than traditional classroom instruction; however, some researchers claim that it is the extra amount of time spent on the design that makes online learning more effective than classroom instruction rather than the technology (Allen, 2003; Clark, 1983, 2001; Kozma, 2001). This claim supports the idea that good instructional design is important for online materials.
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