Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Using Gagné's Events of Instruction to Analyze Online Course Quality

Using Gagné's Events of Instruction to Analyze Online Course Quality
View Sample PDF
Author(s): Marc R. Robinson (Next Generation Learning, USA)
Copyright: 2009
Pages: 8
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.ch330


View Using Gagné's Events of Instruction to Analyze Online Course Quality on the publisher's website for pricing and purchasing information.


Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

Related Content

Fernando Bandeira, João Casqueira Cardoso. © 2021. 23 pages.
Gulgun Afacan Adanır. © 2021. 19 pages.
Ingrid N. Pinto-López, Cynthia M. Montaudon-Tomas. © 2021. 35 pages.
Teresa Oliveira Ramos, Carla Morais, Cristina Ribeiro. © 2021. 39 pages.
Ashleigh J. Fletcher, Mark Haw, Miguel Jorge, Kenneth Moffat. © 2021. 31 pages.
Maria Minerva P. Calimag. © 2021. 22 pages.
Tiago da Silva Carvalho, Pedro Almeida, Ana Balula. © 2021. 23 pages.
Body Bottom