Blair, R., & Serafini, T. (2016). Training versus education: Elearning, hybrid, and face-to-face modalities - a participatory debate. Systematics, Cybernetics, and Informatics, 14(5), 37-41. This article provides context for the delivery options or modalities that can be incorporated into e-learning.
Clark, R., & Mayer R. (2016) Chapter 16: E-learning to build critical thinking skills. In E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. Wiley & Sons. Read Chapter 16: E-learning to Build Critical Thinking Skills
Critical thinking is a skill that we often want learners to master but may be difficult to build into e-learning. This chapter provides a rationale for using e-learning to build critical thinking skills and includes examples of e-learning strategies that foster critical thinking.
Demyan, D. (2014). Chapter 2: Planning the project. In E-learning with Camtasia Studio. Packt Publishing. Read Chapter 2: Planning the Project
This chapter provides an overview of one strategy for planning e-learning activities. Note that it is written to be used with specific software, Camtasia. The general concepts can be applied to diverse instructional design projects, and many software solutions may be incorporated. You will learn more about e-learning software in Week 7.
Eaton, S. E., Brown, B., Schroeder, M., Lock, J., & Jacobsen, M. (2017). Signature pedagogies for e-learning in higher education and beyond (ED572968). ERIC. This report discusses specific pedagogies, including Shulman’s dimensions of learning, considered critical to the e-learning design process.
Jiang, M., Ballenger, J., & Holt, W. (2019). Educational leadership doctoral students’ perceptions of the effectiveness of instructional strategies and course design in a fully online graduate statistics course. Online Learning, 23(4), 296–312. In this research study, the authors found that the most beneficial strategy for online statistics students was PowerPoint presentations with recorded lectures. Given that lectures and PowerPoints are often viewed as the least engaging learning activity in online courses, this article illustrates the importance of consideration for learning objectives and learner characteristics in the design of e-learning.
MERLOTPlace. (2019, November 7). What is MERLOT? [Video]. YouTube. This video is an overview of the MERLOT online community and includes a tutorial on how to search for content including learning activities. Video length: 4:04.
Pavlis-Korres. M. (2016). Communication tools in asynchronous mode of e-learning [Video]. IGI Global. This video describes types of communication that can be integrated into e-learning to create engagement. As you consider how you might design an e-learning experience for the content, you identified in week 2, reflect on how communication tools may provider learner- instructor or learner-learner interaction. Video length: 11:29.
Scigliano, D. A. (2016). Lesson 3: Engaging and motivating online learners [Video]. IGI Global. This video discusses the importance of incorporating engaging online activities to support and motivate learners. Video length: 6:13.
Terras, M. M., & Boyle, E. A. (2019). Integrating games as a means to develop e‐learning: Insights from a psychological perspective. British Journal of Educational Technology, 50 (3), 1049–1059. This article discusses how technology merges with learning theory to create a framework for engaging e-learning experiences.