Abstract

Australian tertiary institutions provide centralised support for developing online teaching and learning resources. These environments are characterised by an increasing demand from students for quality face-to-face and distance education, staff concern over workloads, institutional budgeting constraints and an imperative to utilise large course management systems. These environments also provide a legitimate focus for online learning to facilitate new learning strategies within a complex social setting. This paper presents a model in which the development cycle for online teaching and learning materials operates on a before-during-after strategy to cater for learner-centred activities and to maximise scarce developer and academic resources. The model also integrates previous concepts of the development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as "learning design" rather than "instructional design".

Citation

Sims, R. & Jones, D. (2002). Enhancing Instructional Development Processes for E-Learning. In M. Driscoll & T. Reeves (Eds.), Proceedings of E-Learn 2002--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2171-2174). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 7, 2024 from https://www.learntechlib.org/primary/p/9835/.

© 2002 Association for the Advancement of Computing in Education (AACE)

Keywords

• course management system
• Distance Education
• Instructional Design
• Learning Management Systems