Vol. 22 No. 3 (2008)
Research Articles

Disciplinary Differences in E-learning Instructional Design

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  • Glenn Gordon Smith,
  • Ana T. Torres-Ayala,
  • Allen J. Heindel
Glenn Gordon Smith
University of South Florida
Bio
Ana T. Torres-Ayala
University of South Florida
Bio
Allen J. Heindel
University of South Florida
Bio

Published 2008-08-16

Keywords

  • distance education,
  • e-learning,
  • instructional design,
  • intellectual disciplines

How to Cite

Smith, G. G., Torres-Ayala, A. T., & Heindel, A. J. (2008). Disciplinary Differences in E-learning Instructional Design. International Journal of E-Learning & Distance Education Revue Internationale Du E-Learning Et La Formation à Distance, 22(3), 63–88. Retrieved from https://ijede.ca/index.php/jde/article/view/91
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Abstract

Discipline is a vital, yet largely overlooked, factor in research on e-learning course design. This study investigated disciplinary differences in the instructional design of e-learning, by comparing how instructors of mathematics-related disciplines versus others: a) met the challenges of their discipline in e-learning and b) perceived the adequacy of course management systems (CMSs). Investigators used a two-phase method: a) qualitative telephone and face to face interviews, and b) web-based questionnaires. Mathematics instructors suggested very different disciplinary challenges and corresponding e-learning solutions. Mathematics-related instructors were significantly less likely to view prevailing e-learning models and CMSs as well-suited to their discipline.
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