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Hathaway, Dawn; Norton, Priscilla – Educational Technology, 2013
Despite the central role that well organized and structured course content plays in engaging online learners with content, the authors point to the absence of guidelines for organizing content in ways that meet course learning goals. Recognizing the need for a design solution and, perhaps, the need for a new design model, "design…
Descriptors: Instructional Design, Online Courses, Educational Technology, Course Content
McVerry, J. Gregory – Educational Technology, 2011
In today's classrooms, students now turn to the Internet as their primary source of information, though the common belief in the idea that "digital natives" can easily traverse a landscape littered with misconceptions, multiple perspectives, and competing ideas has large implications in the classroom. Research into students reading multiple online…
Descriptors: Criticism, Primary Sources, Internet, Misconceptions
Zhu, Zhiting; Gu, Xiaoqing; Collis, Betty; Moonen, Jef – Educational Technology, 2011
China is a huge country with a large population. Providing equitable and quality "e-education" or use of ICT (information and communications technologies) for teaching and learning in elementary and secondary schools across the country is a national priority. This article briefly sketches the context in China and the challenges relating…
Descriptors: Foreign Countries, Elementary Secondary Education, Equal Education, Educational Quality
Miller, Charles; Hokanson, Brad; Doering, Aaron; Brandt, Tom – Educational Technology, 2010
This is the fourth and final installment in a series of articles presenting a new outlook on the methods of instructional design. These articles examine the nature of the process of instructional design and are meant to stimulate discussion about the roles of designers in the fields of instructional design, the learning sciences, and interaction…
Descriptors: Instructional Design, Technology Uses in Education, Sciences, Models