Abstract
The rise of online courses has created an ongoing demand for instructional designers in higher education. Collaboration between faculty and instructional designers in developing online engineering courses has therefore increased. Potential challenges during the collaboration can be addressed when faculty and instructional designers have a mutual understanding of instructional design principles. This article provides a resource kit that contains a synthesis of online learning theories and examples collected from online engineering courses. These examples can help create a course design that recognizes students’ cognitive load and provides meaningful interactions.
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