Abstract
The Four-Component Instructional Design (4C/ID) model facilitates complex learning, while Peer-Assisted Learning (PAL) offers a robust framework for collaborative acquisition of knowledge and skills. This study investigates how a collaborative environment, integrated within the 4C/ID framework, can enhance the effectiveness of online tutorial development by learning designers. Employing a qualitative approach, we explored the underlying mechanisms of the design process. Preliminary findings suggest that integrating PAL with 4C/ID improves the quality and engagement of online educational content. This research suggested the potential of collaborative strategies in instructional design, proposing a model that could be beneficial for enhancing future educational practices.
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