Abstract
Covid-19 has forced many institutions into rapid adoption of eLearning, but course designers who are used to live classrooms are often unsure how to design for virtual ones. The purpose of creating a course is to help drive change; if learners could already do what they needed to do, there would not be a need for the course. However, courses themselves are rarely sufficient to create change. Therefore, leaders in charge of driving a particular change should be thinking about evaluation and existing barriers to change in addition to making formal courses available. A number of research-based instructional design principles are discussed in this paper along with special considerations for eLearning.
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