Instructional Design and E-Learning: Examining Learners' Perspective in Malaysian Institutions of Higher Learning
Campus-Wide Information Systems Volume 26, Number 1, ISSN 1065-0741
Purpose: This study aims to investigate the elements of effective instructional design in an e-learning environment in selected Malaysian higher learning institutions. In addition, the study also seeks to investigate the e-learning use behaviour among these e-learners. Design/methodology/approach: The study used the interview method of data collection to examine the e-learning systems used at the selected institutions and a questionnaire-based survey to gather responses from students on their perception of the effectiveness of instructional design elements and their e-learning use behaviour. Findings: Findings of the study indicate positive perceptions of e-learning among students in the selected universities. Student involvement and course content are among the most satisfactory factors for instructional design principles as perceived by the students. Research limitations/implications: Limitations of the study relate to the generalisability of the findings to other user groups. The findings of the study provide insights on the relevance of instructional design elements to an effective e-learning environment. Practical implications: The findings should assist instructors and e-learning implementers in designing course materials that would be more effective for e-learning at the tertiary level of education. Originality/value: The research provides some evidence from an e-learners' perspective on the effectiveness of instructional design for an e-learning environment in the Malaysian context. (Contains 10 tables.)
Hussin, H., Bunyarit, F. & Hussein, R. (2009). Instructional Design and E-Learning: Examining Learners' Perspective in Malaysian Institutions of Higher Learning. Campus-Wide Information Systems, 26(1), 4-19.
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Chin Goh, Choi Leong, Kalsum Kasmin, Puong Hii & Owee Tan
Journal of e-Learning and Knowledge Society Vol. 13, No. 2 (May 29, 2017)
Patricia McGee, Erin Valdes & Danica Bullis, The University of Texas at San Antonio, United States
International Journal on E-Learning Vol. 15, No. 2 (May 2016) pp. 215–241
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