The researchers conducted an exploratory study to determine the design quality of some E-courses delivered via the web to a number of colleagues at the university. Results revealed a number of shortcomings in the design of these courses, mostly due to the absence of effective principles in the design of these E-courses, especially principles of pedagogy in relation to learning theories. So, this study seeks to identify effective principles in the design of courses for internet-based learning in the light of current learning theories, by answering the following question: What are the most effective principles when designing E-learning courses in the light of current learning theories? After an extensive review and analysis of the literature and previous studies relating to quality standards for the instructional design of E-courses delivered via the web, in particular, and quality standards for E-learning, in general, the results of this study revealed a number of principles for course design in E-learning. These are: identifying learning and performance outcomes; identifying methods and strategies of learning; designing learning activities; providing feedback and motivating the learner and determining the context and impact of learning. In the light of the findings of this study, with reference to the literature, we present a set of recommendations and pedagogical implications for professionals working in course design in E-learning at University of Dammam.