Abstract

This paper is a summary of personal findings by the author which are based upon over 20 years of experience in instructional design. The "democratizing" of the digital media revolution has placed powerful e-learning tools in the hands of educators with a varied range of skills and understanding of adult learning principles. Education professionals face a dizzying array of options for e-learning. Many of these professionals are discovering that designing for e-learning can be daunting. When fundamental adult learning principles are omitted during the development of e-learning applications, learning outcomes are affected. Revisiting long-established learning principles and their applications in e-learning is necessary in order to achieve desired learning outcomes in measurable ways.

Citation

Burdick, S. (2006). Instructional Design for E-learning: The Top Ten Signs That You Might Have it Wrong. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1083-1088). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 6, 2024 from https://www.learntechlib.org/primary/p/23850/.

© 2006 Association for the Advancement of Computing in Education (AACE)

Keywords

• Adults
• Instructional Design
• Learning Outcomes
• Professional Development