Abstract : This article discusses various features in the design and implementation of online course materials. The author provides a critical review of some instructional design patterns and expands on the alignment among instruction, motivation and learners’ performances as part of a curriculum design process. In this context, the author emphasizes the value of permanent analysis and assessment to support an efficient management of online environments in which knowledge construction and interaction find common ground on which to evolve. The author argues in favor of steady and competent efforts to implement varied educational strategies posed both for online instructors and learners. Practical recommendations are espoused for the designers of online courses.
? Existing learning Management Systems (LMS) are based on desktop environments, rather than mobile devices.
? While eLearning is now quite mature and a number of successful applications exist in technical subjects, learning natural languages poses a different set of opportunities and challenges from an eLearning perspective.
? However most of the existing online testing systems provide support for only completely “online” exams.
? The existing setup for handling the processing tasks is quite time and resource consuming as these tasks are handled by separate teams using separate legacy systems.
? That help and hint buttons exist that help learners resolve doubts regarding material content and technical issues.
? It is expected that the students understand and handle the basics before moving to more complex issues. Designers should vary the ways in which materials are presented.
? Every lesson should conclude with activities that wrap up the issues covered in the introductory and central sections.
? When we think of instructional design, we typically think of the term “models” which, as defined by Ryder (2008, p. 1), “give structure and meaning to an ID problem, enabling the would-be designer to negotiate their design task with a semblance of conscious understanding”.
• It is proposed to extend the scope to include education to physically challenged. Support to important Indian languages is also envisaged.
• The different strategies examined and the recommendations proposed in this study offer designers a holistic approach to the development and support of online learning and instruction.
• Its main purpose is to identify the target audience and its characteristics.
• It is projected that e-learners understand the purpose and function of different information and technology systems and their corresponding applications in order to eventually troubleshoot and solve any technical difficulties that may arise.
? By setting up a personal planning schema that will allow the e-tutor and e-learners to deal with expected performances (in terms of time and production).
? If the learners understand how systems operate, apart from getting the know-how to sort situations out, they will be more than likely able to implement emergent technologies that can harmonize with or improve their performance.
? Therefore, it is important that they have the opportunity to explore the system, try out its tools, familiarize themselves with the procedures and types of interactions involved, reflect upon their performance, and make any necessary adjustments.
? Learners need to know about the lesson requirements and expected performances and products.
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