There are numerous ways in which online learning environments can be utilised based upon the instructional and pedagogical needs. The development of instructionally effective online learning environments that meet these pedagogical needs require the application of appropriate instructional design principles. However, Greening (1998) argued that “… generally, instructional designers either do not always appear to take advantage of the hypermedia technology, or do so without pedagogical foundation” (p. 2).
A study by Siragusa (2005) examined factors for effective instructional design principles and learning strategies for higher education students. Surveys were administered to students and teachers in a selection of Western Australian universities, revealing numerous areas of students’ e-learning experiences perceived as successful and those needing improvements.
The paper discusses the IDOL model that was developed from the study’s findings. Teachers and instructional designers can use it to design, develop, evaluate and refine their e-learning environments. The IDOL model (Instructional Design for Online Learning) is accompanied with 24 dimensions/ recommendations that accommodate varying pedagogical needs of learners as well as varying modes of course delivery; entirely online to online learning provided as a supplement to face to face learning.
The model is based upon Reeves and Reeves’ (1997) model for creating pedagogically effective online learning environments. IDOL contains 24 pedagogical dimensions which are divided into 3 categories: analysis, strategy and evaluation, shown in figure 1. The IDOL model is designed to ensure that decisions made at the instructional design phase take into account decisions which are specific to the development of pedagogically effective online learning environments. The model can work alongside other instructional design models.
This was an awesome, very interesting read! The focus of the dimensions is this time on pedagogy. There is indeed no ‘standard’ approach for creating online learning. There is the pedagogical needs of students to consider, the context of the course delivery, the chosen pedagogy and so on. A difference with the previous standards is the integration of pedagogy and instructional design with the chosen online learning solutions. It provides a lot of examples. Yet I feel that student for the course (pedagogy for e-learning developers) who don’t have sufficient instructional design/ pedagogic background will need more knowledge of on these subjects. The IDOL model presumes that this knowledge is present. Good to take note of when developing the course curriculum.
Next step is comparing the dimensions with the e-learning benchmarks.