Organization and Designing Effective Web-based Courses

Mahabat Fayaq Mohammed Ali

University of Garmian/College of Science/Computer Department

The aim of this study was to investigate the reality of systems

management e-learning through computer networks in general and the

Internet in particular in the Kurdish environment, and the need for

systems to manage, and access to a range of management models and

technical that can be relied upon in the management systems of e-learning

in the Kurdistan region Environment via the Internet.

Abstract:

Kurdistan Region- a proposed organizational model with scientific

and technical developments enormous, and the use of information

technology, and communication in education, scientific research,

management, and the emergence of the information revolution, there have

been the urgent need to develop strategies for educational development

and reform, which imposed the same technique as an indicator of the

progress of society, development, and one of the foundations for

development, and emerged elearning based on multimedia, and through

the Internet as a strategic option to develop education and promotion,

and re-engineering institutions and planning to change its system to

conform with developments in science, technology, and the information

revolution, modern, and in return, this cutting-edge technology you need

when you apply to education to the administrative organization

elaborately built on a scientific basis, in the context of educational

planning, educational administration and to ensure the achievement of the

objectives of education and, therefore, emerged as the subject of the study

entitled: "Management of e-learning in public education in the Iraqi

Kurdistan Region- a proposed organizational model".

The study aimed to provide an organizational model for managing e-

learning in public education in the Iraqi Kurdistan Region, and published,

and the development of policies, and founded, its objectives, and

organized in a manner conducive to the optimum benefit from the

employment of information and communication technologies in

education through (the aims of the research):

1. Recognize the reality of e-learning management in public

education in the Iraqi Kurdistan Region.

2. Development of the philosophical foundations and organizational

must be based on the management of e-learning in public

education in the Iraqi Kurdistan Region.

3. To reach the goals that can be achieved by the Department of

Education in e-public education in the Iraqi Kurdistan Region.

4. Development of methods and plans leading to the activation of e-

learning management in public education in the Iraqi Kurdistan

Region.

Keywords:

E-Learning: refers to the learning that is delivered or enabled via

electronic technology. It encompasses learning delivered via a range of

technologies such as the internet, television, videotape, intelligent

tutoring systems, and computer-based training.

Design: the analysis may lead to a number of possible alternative designs,

for example, different combinations of manual and computerized

elements may be considered. Once one alternative has been selected the

purpose of the design stage is to work from the requirements specification

to produce a system specification. The system specification will be a

detailed set of documents that provides details of all features of the

system.[2] ( p.p 425 computer science, c.s. French, 5th edition,2002)

Web-based: A multidisciplinary pursuit pertaining to the planning and

production of Web sites, including, but not limited to, technical

development, information structure, visual design, and networked

delivery.[3] (Web Design: The Complete Reference, Second Edition,

Thomas Powell, McGraw-Hill,2002,p.p 15)

Courses: any subject considering a working model for designing an

online course it is essential to consider the people that need to be

involved in the process of creating the different elements of successful

online learning.[4] (Julie Struthers, Working Models for Designing

Online Courses and Materials,2001,p.p 2)

Introduction

The process for designing online courses will vary with each individual

course but there are definite steps taken to complete the design, at first

must be known what is Instructional Design?

Many definitions exist for instructional design - all of them are an

expression of underlying philosophies and view points of what is

involved in the learning process. The following is a listing of ID

definitions:

Instructional design (ID) is a systematic approach to planning and

producing effective instructional materials and the second definition is

systematic development of instructional specifications using learning and

instructional theory to ensure the quality of instruction. It is the entire

process of analysis of learning needs and goals and the development of a

delivery system to meet those needs, also it Defined Instructional design

is a systematic process for developing instructional programs and

materials, figure 2.1. The diagram below shows some of the key stages

which are often part of the instructional design process.

The instructional design process can be applied to the development of

almost any type of instruction. This process is iterative and one can go

Figure 2.1 instructional design system process model

through multiple cycles depending on the results of the evaluation as to

whether it meets the expressed instructional needs. Examples might

include: the development of an entire curriculum; the creation of a

computer-based simulation; or, the design of a course web-site.

Professionals, called instructional designers, serve as learning architects.

They are trained in applying the instructional design process and can

assist academic staff in developing all kinds of teaching and learning

materials.[37]

Structuring of the design process: which includes defining what is

to be learned, specifying the process through which it will be learned,

documenting the process of authoring and producing instructional

materials, implementing the use of materials in context, evaluating the

effectiveness of the materials formatively, and evaluating the efficacy of

the material. Defines ID as the process of determining and specifying

objectives, strategies, techniques, and media for meeting instructional

goals. It is also defined as a systematic process of identifying an

instructional goal, analyzing the audience and their needs, developing

instruction to meet those needs, and evaluating the instruction [38].

Point out that instructional design, as a technology for the development

of learning experiences and environments, promotes the acquisition of

specific knowledge and skills by learners. In the process, it incorporates

knowledge and verified learning strategies into instructional experiences

which make the acquisition of knowledge and skill more efficient,

effective, and appealing.

Two Purposes of the Instructional Design Process:

To identify the outcomes of the instruction

To guide the developing the instructional content (sequence).[39]

In the design process, the teacher needs to:

1. Gather information on any important Situational Factors.

2. Formulate the learning Goals for the course.

3. Select the Teaching/Learning Activities needed for the goals.

4. Formulate the kinds of Feedback and Assessment needed.[40]

What is ID Theory?

Instructional design is the process by which instruction, computer-based,

is created. Instructional design provides a framework for the creative

process of design, and ensures the learners' needs are met. It first gained

popularity in World War II, where the Instructional design approach fared

so well that it was quickly co-opted into corporate training. In the fifty

years that followed, ID has become the standard for producing excellent

Figure 2.2 the basic elements of instructional design

Goals

Teaching &

Learning Activities

Feedback &

Assessment

Goals

Teaching &

Learning Activities

Feedback &

Assessment

Learner

Goals

Teaching &

Learning Activities

Feedback &

Assessment

Goals

Teaching &

Learning Activities

Feedback &

Assessment

Goals

Teaching &

Learning Activities

Feedback &

Assessment

Goals

Teaching &

Learning Activities

Feedback &

Assessment

LearnerLearnerLearner

training in the military and corporate realms, as well as textbook

authoring and development of computer-based learning material. [41]

It is of paramount important that researchers, content experts or

specialists, and instructional designers producing multimedia learning

material should intensively reflect on the instructional design of the

individual content modules which represent the nodes within a e-learning

environment and usually contain media such as text, graphics,

animations, simulations, and video [42].

It is also necessary that the designers developing learning environments

take advantage of multimedia and hypermedia capabilities, and at the

same time focus on learners’ needs and individual differences [43].

Stages of Instructional Design

The Instructional design consisting of eight key stages as is appears in

figure 2.3

Stage 1: Define instructional goals.

goal

Analysis instructional

Learner characteristics

Develop objectives

Select ID method

Assemble ID material

Plan

& formative evaluation

Plan

& summative evaluation

Learners

goal

Analysis instructional

Analysis instructional

Learner characteristics

Learner characteristics

Develop objectives

Select ID method

Assemble ID material

Plan

& formative evaluation

Plan

& summative evaluation

LearnersLearners

Figure 2.3 stages IDS

A goal may be defined as a general statement of desired

accomplishment. It does not specify exactly all of the components

or steps or how each step will be achieved on the road to

accomplishing the goal. Example Goals: (1) Students will master

the procedure of a generic history and physical. (2) Students will

understand the biochemistry of diabetes.

Stage 2: Conduct an instructional analysis.

Identify what learning steps will be involved in reaching the goal.

This is done through a task analysis, which identifies each step and

the skills needed in order to complete that step, and an information

processing analysis, which identifies the mental operations the

learner needs to employ in performing that skill. The task analysis

is performed by asking "What are all of the things the student must

know and/or be able to do to achieve the goal?"

Stage 3: Identify entry behaviors/learner characteristics

Having determined via the instructional analysis which steps and

skills the learner must accomplish, it is now necessary to identify

the knowledge and skill level that the learner possesses at the

outset. Although there may be pronounced differences from learner

to learner in their knowledge and skill levels, the instruction must

be targeted as much as possible to the level of the learners' needs.

Stage 4: Develop performance objectives.

At this stage, it is necessary to translate the needs and goals into

objectives that are sufficiently specific to guide the instructor in

teaching and the learner in studying. In addition, these objectives

form the blueprint for testing as a means of evaluating both the

instruction and the learning that has occurred. Example: The

student will be able to explain the role of the Krebs cycle to thermo

genesis.

Stage 5: Select an instructional method.

The purpose of selecting an instructional method is to identify and

employ teaching strategies and techniques that most effectively

achieve the performance objectives. Current educational theory and

research support the use of instructional methods that make

students active learners (e.g., lecture lab, small group discussion,

case-based study, simulations, independent study, etc.).

Stage 6: Assemble instructional material.

Once the instructional methodologies have been identified for each

objective or unit of content, it is important to assemble the

necessary instructional materials. The materials may be in various

forms: print, computer, audio, audio-video, etc. Although the

necessary instructional materials may already exist, they may need

improvement or revision. For example, slides that have been used

in the past but that have been problematic, need to be modified.

The danger of settling on preexisting instructional materials is that

some instructors may allow the materials to determine the direction

of the instruction rather than vice versa. Currently, more instructors

are using the Web as a way of making didactic information

available to students, rather than using lectures or transcripts.

Stage 7: Plan and conduct formative evaluation.

Formative evaluation: evaluation that occurs from feedback while

the instruction is in progress, provides data for revising and

improving the instructional materials that were used and those that

are yet to be used. It is important to remember that sometimes the

plans that look so good on paper actually fail in practice. When

possible, test instructional materials with one or a small group of

students to determine how students use the materials, how much

assistance they need, etc. Considering the teaching methods

implemented and the course materials provided are students

learning what they should be?

Stage 8: Plan and conduct summative evaluation.

Summative evaluation: evaluation that occurs at the end of the

instructional effort (unit, course, etc.), provides data on the

effectiveness of the instructional effort as a whole. This is the

evaluation that provides information on how the whole

instructional unit enabled the learner to achieve the objectives that

were established at the outset. [44]

Computer Requirements for Proposed Designing Model

A list of computer system requirement for designing proposed model

of effective on-line courses at the college of Basic Education. Can be

easily available

Pentium III processor or above

128 MB memory

Internet service provider (for providing lunix/ windows server)

Microsoft office (word , power point, ….. etc)

Current version of internet explorer

Windows 2000,xp or recent version (like window vista)

By properly configuring your computer system many of time will prevent

delays in accessing to the proposed course, figure (3.1) below shows the

path of the proposed model.

The Course Homepage Design

The first page you will see when entering proposed course is the

homepage, the CBE model course has a set of tools and options,

additional items added to this page depending on the course contents,

figure (3.2) below is a typical home page of the proposed model, trainer

can return to the course homepage by selecting the “welcome” link from

anywhere in the course, our design the contains difference section and the

learner can follow and proceed through these section easily.

The home page is the first page displayed before logging in to

course which Contains links to learning activities and support tools and

it’s accessible from every other page in the course.

The homepage layout is designed to be suite the topic and learning

methodology for each desirable course, the number of icons and their

function will vary from course to other, the Most common feature on the

Add & edit& deleteprocess

Course Access Chat Link & Recourse Map About Us

Home page

Register new

student& teacher

courses calendar lessons quiz assignment profile

Add & edit& deleteprocess

Course Access ChatChat Link & Recourse MapMap About UsAbout Us

Home page

Register new

student& teacher

courses calendar lessons quiz assignment profile

Figure (3.1): The path of CBE proposed model

homepage design includes some demo links as welcome this link view

and short explain about the CBE effective on-line course, and the goals

these online courses.

The Course access interface provide the contains information of

effective course model such as a course overview, topical outline, polices

and performance standards, once you have decided to take an online

course, you need to know how to access to the course material. Most a

proposed model of effective online course design shown in the figure

(3.3) below.

The Available courses in proposed model related to online teaching

of theoretical and practical materials of technical computer organization

and design subjects.

Figure (3.3): Course access interface

In this design the learner can be easily access to the CBE

Chat tutorial by interning the user name and password as shown in

figure (3.4).

Figure (3.4): CBE_chat screen

Proposed model also contains some Links & Resources, the CBE

online effective course provides several links and resources to online

students, these resources and links are shown in figure (3.5), as follows:

http://www.kutub.info/library/

http://www.helpwithpcs.com/courses/Course.htm

http://www.onlinecomputerbooks.com/free-elearning-books.php

http:// istancelearn.about.com/od/isitforyou/a/FreeComputer.htm

Figure (3.5): Links screen

Proposed model containt the a mapping service It offer maps

locator for users and provide Smooth transition in the CBE courses, see

Figure (3.6).

Finally the About us screen is a brief outline of about the college of

basic education with regard to when established and general information

about departments and aims of the college ... etc, as shown figure (3.7).

Figure (3.6): Map screen

Web-based Design Processes for Proposed Model

In this proposed model accessing to CBE course must be done by

create a new account. By default this is done via e-mail confirmation, a

message is sent from CBE course after completing the new account

registration form figure (3.8), accessible from the main login screen

figure (3.9), other forms of user authentication are supported in CBE

course (e.g. manual accounts only), and these are explained in the

administration section of this manual, once a user account is established,

the primary CBE course administrator can change accounts login

permissions. Where this account store and in which database named

logsql.myd, the following are the types of user accounts that can be

assigned to a CBE course user:

• Student (default - can interact with course content only).

• Teacher with Editing Permissions (can populate a course with activities

and provide learner feedback - e.g. grades, assignment comments etc.).

Figure (3.7): About as

• Teacher without Editing Permissions (can provide learner feedback only

- e.g. grades, assignment comments etc.).

• Course Creator (can create new courses, teach within them and assign

teachers).

• Administrator (can do anything and go anywhere within CBE course

proposed model ).

Step 1: Click “Start now by creating a new account button”

Figure (3.8): Main login screen

The CBE Model Screen Elements

Learners can access a CBE course model using almost any

browser, including Internet Explorer, Fire fox and Safari for the

Macintosh. It is important that learners have a familiarity with using their

browser and those basic screen elements shown in figure (3.10) are

explained, including:

• The title bar

• Side blocks (administration block & search, calendar block)

• Course content area (or available courses)

• Course Description (or latest news)

Step 2: Complete signup form and click“Create my new account” button

Step 3: Respond to the e-mail sent byclicking link within message

Figure (3.9): Create new account screen

Figure (3.11) view the calendar design page which this block

allows a user to post significant events, relative to their account

permissions:

• Site (event viewable in all courses - created by admin users)

• Course (event viewable only to course members - created by teachers)

• Groups (event viewable only by members of a group - created by

teachers)

• User (personal event a student user can create - viewable only by the

user)

If you add closing dates to an Assignment, Forum, Quiz or Chat activity

within your course, these events will show up on the Calendar

automatically, trainer can hide or show various categories of events by

clicking on the color key.

Title bar Course description

Side blocks

Course content area

Figure (3.10): The main screen elements

For example, if you wanted to hide group event dates (events assigned

to learner groups you create), click “group events” on the bottom of the

calendar. This would hide all group events, and the color code would

disappear from the link on the calendar. To show the events again, click

the group events link again shown in figure (3.11).

The course design also allows adding a calendar event for user,

course, or site event, where the new event will display with color code

with in calendar block as shown figures (3.12) & (3.13).

Design of Survey Instruments

The use of quantitative and qualitative research methods allowed

collecting the data from a selected group of students.

Finding the principles of effective online courses design, involved

asking the students what they are consider to be important for

instructional design elements from the CBE Web-based learning

environments which associated with their course in order to assist with

answering the questionnaires.

Figure (3.11): Calendar view

A questionnaire is a part of survey involved a collection of suitable

questions required to our design, figure (4.2) provides a summary of the

stages which were followed for the design and development of the survey

instruments.

Students Perception for Evaluation CBE Courses

The border of this study, is to design on internet effective online

courses for CBE College, the researcher sample is selected from the

department of Mathematics & Computer in the first stage for the school

year 2006/2007.

The questionnaire included (15) paragraph, students opinion about

the CBE courses model is prepared by the researcher, as a model for the

instructional design evaluation.

The dimension scale used in this questionnaire is a Likert-scale style

format

Questionnaire

Data Sources

Quantitative Initial Analysis Qualitative

Data Analysis

Discussion

Design & development of survey instruments

Sample selection

Data collection

Analysis

Results

Questionnaire

Data Sources

Quantitative Initial Analysis Qualitative

Data Analysis

Discussion

Questionnaire

Data Sources

Quantitative Initial Analysis Qualitative

Data Analysis

Discussion

Design & development of survey instruments

Sample selection

Data collection

Analysis

Results

Design & development of survey instruments

Sample selection

Data collection

Analysis

Results

Figure (4.2): Summary of design & development of the survey instruments

1 = strongly agree, 2 = agree, 3 = no opinion, 4 = disagree, 5 = strongly

disagree, for each question.

The majority of questions were written as attitude statements about

the CBE courses web site, this format allows students to place themselves on

an attitude continuum for each statement, the questions divided on (structure,

content, motivation, and interaction dimensions) as shown in Table (4.3).

Q StatementStrongly Agree

AgreeNo opinion

DisagreeStrongly Disagree

Mean of item

Correlation

R % R % R % R % R %

1 the screen were crowded with too much information

- - - - 6 30 12 60 2 10 3.8 12.05

2 the text was attractive and easy to read

10 50 6 30 4 20 - - - - 4.3 13.94

3 The pages loaded quickly enough 8 40 9 45 3 12 - - - - 4.16 13.90

4 the picture of icons are unclear and Incomprehensible

11 55 5 25 3 15 1 5 - - 4.3 14.11

5 I understood from the content what i was expected to learn

7 35 8 40 5 25 - - - - 4.35 13.76

6 the content was supported with non- online information such as text books

6 30 4 20 10 50 - - - - 3.8 13.64

7 The materials presented were easily understandable

9 45 4 20 6 30 1 5 - - 4.05 13.70

8 This unit built confidence with the use of the internet

12 60 3 15 5 25 - - - - 4.35 14.14

9 Online learning provided me with flexibility such as being able to study when it was convenient to me

8 40 6 30 6 30 - - - - 4.1 13.75

10 I needed to more than links & recourses in the CBE course our model

9 45 9 45 2 10 - - - - 4.35 14.12

11 the one lesson not enough for me - - 2 10 3 15 6 30 9 45 4.1 11.77

12 I found the online chat with my lecturer and other students easy

15 75 3 15 2 10 - - - - 4.65 13.95

13 The material presented was completely new to me

- - 2 10 3 15 7 35 8 40 4.05 11.81

14 the power point shows were attractive

13 65 5 25 1 5 1 5 - - 4.5 14.14

15 I think the E-learning Will contribute to the development of traditional education

6 30 8 40 6 30 - - - - 4 13.73

Table (4.3): Paragraphs questions with number and percentage Recurrences

Summary of Results for Research Question

This section presented the quantitative analysis of the students'

responses to the questions relating to what factors make for effective

instructional design in Web-based learning environments in E-learning.

The comments from the students about the questionnaire were

generally positive, the piloted questionnaire contained (15) question items

were related to their CBE course where major questions are positive

paragraph and minor of negative paragraph, the analysis included an

examination of what elements of online learning Environments students

perceived to be effective. From the analysis, it was found the majority of

the students were reasonably satisfied with their class Web sites'

structure, content, motivation, feedback, and interaction. This may

suggest the need for specific areas needing attention to improve the

learning effectiveness of their class Web sites.

Figure (4.4): Students’ perception to the CBE course

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15

Qusetin No.

Ite

m M

ea

n

From figure (4.4), it’s clear that over all effectiveness’ of CBE

module is about more the (80%) for all survey.

Conclusion

The main objective of this research is to design and implement an effective

online course in the college of basic education (CBE) University of

Sulaimani. This will be the first trigger to support the feature of distance

learning in this university.

The CBE effective model is a course management system, which is a

software package designed using sound pedagogical principles to help

educators create effective online courses. The CBE model is friendly use

model, which can be used easily and efficiently by students or teachers.

Also there is activity called choices which allowed students to gain

feedback, also allows students to submitted work by teachers using

assignments or workshops and also quizzes.

As a results of the analysis of the survey questions relating to this

research question. The CBE courses have clear learning styles, and

Provide clear instructions for the initial access and technical

requirements, navigation within the content (e.g., from topic to topic)

should be simple and self-intuitive.

Use easily recognizable icons and ‘breadcrumbs’, also provide

appropriate access to resources, e.g., Web links, Wiki, etc.Also a good

screen Web page design, text styles, and graphics such as power point

shows, provide an introductory “Welcome” page describing contact

details (lecturer and technical help), unit description, and how the class

Web site is to be used. The learning objectives for our courses clearly

stated and provide the entire unit’s content needed to successfully

complete all the unit, Content should be accurate, detailed, relevant and

supported with resources, ensure content is suited to students’ learning

styles and prior knowledge. Finally, clearly explain assignment

requirements with appropriate examples, and provide links to other

relevant and interesting Web sites and resources, utilize the class Web

site to increase flexibility of teaching and learning.

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40- Diamond, R.M. 1998. Designing and Assessing Courses and Curricula: A Practical Guide. Rev. ed. San Francisco: Jossey-Bass

41- Boling, E. (1996). Instructional Technology Foundations I: Historical Timelines Project Page Online. Available: http://education.indiana.edu/~istcore/r511/datelist.html 1998, June 7

42- Steinke, M; Huk, T & Floto, C. 2003. Impact of Instructional Design on Navigation in Hypermedia Learning Environments. Proceedings of SITE 2003. Online. Accessed on 24 May 2004. Available from http://projekte.learninglab.unihannover.de/pub/bscw.cgi/d28352/Steinke_S ITE2003.pdf.

43- Chen, Sy & Marcredie, Rd. “Cognitive styles and hypermedia navigation: Development of a learning model”, 2002, Journal of the American Society for Information Science and Technology, 53(1), 3-15.

44- Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers.