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This paper examines eLearning from three related perspectives, two of which address the planning and administration of online courses. The second part of this paper examines the assessment and evaluation of learning outcomes in an eLearning environment. The initial phase thoroughly explores current and recommended front-end approaches to improving online instruction. It looks at the organizational alms and the vision within which eLearning can be applied. The second phase examines the planning, implementation and administration of online courses. It investigates characteristics of effective eLearning environments that address physical, technical, pedagogical, professional and environmental elements. The third and final phase explores several reliable and valid approaches to online measurement and testing methods that are designed to eliminate such problems as plagiarism, technical problems associated with access, matching learners' and instructors' technical skill levels, learner isolation, and the impersonality of computerized assessment. [ABSTRACT FROM AUTHOR]

There is a widespread view among educators that video games can be a powerful and useful tool if we can harness the application in school settings. Some preliminary research indicates that digital-game based learning can be an approach to consider in promoting engaged learning among those learners who grow up with videogames. This paper explores the strategies used in game design and suggests the use of such approaches in everyday lessons. By going through the suggested practices, educators will internalize the considerations of video games design principles and come up with appropriate strategies in designing interactive learning activities. [ABSTRACT FROM AUTHOR]

This paper posits an approach for the design of programming language courses. The approach consists of 7 steps. Step 1 was thought to help learners to rectify their negative beliefs in order to cope with the learners' emotional aspect. Step 2 proposes the intersection among the learners' knowledge and abilities background in order to help the learners to construct their own knowledge based on their prior knowledge Step 3 was established in order to determined the set of problems in which the course will be based. Step 4 gives some procedures to approach the designed syllabus. Step 5 and Step 6 introduce some guidelines for the teaching of programming concepts and the fostering of programming abilities. Step 7 introduces how to evaluate the new acquired knowledge. [ABSTRACT FROM AUTHOR]

The ISDP (Instructional Strategy Diagnostic Profile) is a set of criteria for evaluating the quality of instructional materials (Merrill, Olsen & Coldeway, 1976). The ISDP and the CDT are of interest because they provide some of the most detailed prescriptions for creating instruction of any instructional model. It is at this stage that the learner makes contact with the material. Oddly, there is often little guidance provided to designers as to how to proceed at this point. The goal of this paper is to define a context in which the ISDP's criteria can be usefully applied. Without this context it is likely that the ISDP will continue to be ignored, or when thought of, considered an outdated approach to designing instruction. [ABSTRACT FROM AUTHOR]