Table of Contents Print Print This Page

7. eLearning Program Architecture Design

  • Issued: October 2015
  • Content last reviewed: October 2015

The design and feel of the eLearning program must be user-friendly and allow the learner to have unrestricted access to important components from any point within the eLearning program. These would include:

  1. Access to a qualified instructor
  2. Access to technical support
  3. Ability for the learner to search for content (e.g. “search” button, “search” navigation bar)
  4. Self-help information (e.g. Frequently Asked Questions (FAQ), program tutorial)
  5. Glossaries

7.1. General Learning

The instructional materials in the eLearning program must maintain a consistent appearance and presentation style, and satisfy the following general learning design criteria:

  1. Learning is constructed in modular elements focused on clearly defined learning outcomes
  2. Instructional units are organized in such a manner that the learner can return to a previously completed unit
  3. Learning events are clearly and closely coupled to the learning outcomes and are sufficient to allow the learner to achieve the desired learning outcome
  4. Each instructional unit should not exceed 15 minutes in duration of delivery (although unit durations may increase if adaptive learning is applied)
  5. Within the eLearning program there must be congruence between learning outcomes, instructional materials and formal assessments (i.e. each outcome is supported by instructional content and interactions, and is evaluated)
  6. Cumulative evaluation is sufficiently detailed to ensure the learner has achieved the learning outcomes

7.2. Adaptive Learning

Adaptive learning is an educational method which allows the use of computers to adapt the presentation of educational material according to learner needs, and which meets the requirements of the Accessibility for Ontarians with Disabilities Act (AODA). To be in compliance with this requirement, the eLearning program must ensure that:

  1. The learner can control content sequencing (i.e. topics can be viewed in any sequence)
  2. The learner can control content presentation speed
  3. The learner can access learning support (interaction with a qualified instructor) and technical support without constraint
  4. The learner may repeat sections as required prior to undertaking tests and/or quizzes

7.3. Conditions of Learning

Learning occurs in a series of learning events (i.e. activities that afford the learner the opportunity to increase their knowledge) within an instructional unit. Instructional units must be structured to include at a minimum:

  1. Clear statement of objective(s)
  2. Overview of instructional materials to be used for the particular unit
  3. Recall of prerequisites (context setting)
  4. Optional items (e.g. pre-tests, recall questions from previous units, other forms of activities to reinforce prior learning)
  5. Provision for learning evaluation(s)
  6. Unit summary

Previous | Next

ISBN 978-1-4606-6738-5 (HTML)