Instructional design and e‐learning

Abstract

PurposeThis study aims to investigate the elements of effective instructional design in an e‐learning environment in selected Malaysian higher learning institutions. In addition, the study also seeks to investigate the e‐learning use behaviour among these e‐learners.Design/methodology/approachThe study used the interview method of data collection to examine the e‐learning systems used at the selected institutions and a questionnaire‐based survey to gather responses from students on their perception of the effectiveness of instructional design elements and their e‐learning use behaviour.FindingsFindings of the study indicate positive perceptions of e‐learning among students in the selected universities. Student involvement and course content are among the most satisfactory factors for instructional design principles as perceived by the students.Research limitations/implicationsLimitations of the study relate to the generalisability of the findings to other user groups. The findings of the study provide insights on the relevance of instructional design elements to an effective e‐learning environment.Practical implicationsThe findings should assist instructors and e‐learning implementers in designing course materials that would be more effective for e‐learning at the tertiary level of education.Originality/valueThe research provides some evidence from an e‐learners' perspective on the effectiveness of instructional design for an e‐learning environment in the Malaysian context.