Theory and Practice of E-Learning

EDU522 – Theory and Practice of E-Learning

© 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

Badrul Khan’s Web-Based Framework

The Internet and digital technologies have changed the way we learn and teach.

With the help of the Web, people can now learn online from anywhere in the world.

This is called eLearning, and it allows for flexible and personalized instruction using

digital tools (Khan, 1). In simple terms, eLearning creates an interactive learning

environment that is accessible to anyone, anytime, and anywhere using different

digital technologies and materials.

An Open and Distributed Learning Environment In an open and distributed learning environment, learners have the freedom to

learn at their own pace, wherever and whenever they want. It offers flexibility and

puts learners in control of their learning. By using digital technologies to connect

instructors, students, and learning resources, learning can happen independently of

time and place. Understanding this type of learning helps us create effective and

flexible environments that cater to the needs of all learners (Calder, 2).

Comparing Classrooms and eLearning Flexibility Traditional classrooms are limited to a physical space, but eLearning breaks those

boundaries by allowing learning to happen in classrooms, homes, and workplaces

(Relan, 3). Good eLearning design encourages active participation, while bad

eLearning design can be as inflexible as a traditional classroom (Jones, 4). The

EDU522 – Theory and Practice of E-Learning

© 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

more open and flexible the learning environment is, the more challenging it is to

plan and manage (Land, 5).

Building a Learner-Focused eLearning System Creating a learner-focused eLearning system is crucial, where the learner is at the

center of the educational experience with arrangements and resources designed to

facilitate their learning tasks (Banathy, 6). It requires a systematic approach of

planning, designing, evaluating, and implementing online learning environments

that actively support learning. The success of an eLearning system relies on its

meaningfulness to learners, instructors, support services staff, and the institution.

It includes factors such as accessibility, organization, learner-centeredness,

affordability, efficiency, and a facilitated learning environment (Morrison, 7).

Creating the eLearning Framework Khan’s eLearning Framework started with a simple question: How can we provide

flexible learning for people everywhere? Since 1997, Khan has been talking to

learners, teachers, and others involved in eLearning. Through research and

collaboration, Khan developed a framework with eight key parts. This framework

helps us curate learning environments that work well, considering things like

organization, technology, teaching methods, and support (Khan, 8).

EDU522 – Theory and Practice of E-Learning

© 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

Figure 1 – Khan’s E-Learning Framework, BadrulKhan.com

Each dimension in the framework has subdimensions, and each subdimension

focuses on specific aspects of an eLearning environment. It’s important to identify

relevant questions for your own eLearning project using the framework. To do this,

place the stakeholder group at the center and consider each of the eight

dimensions. This process helps identify critical issues and create a meaningful

environment. For example, consider the geographical diversity section of the ethical

dimension and ask if the course accommodates students from different time zones.

By raising many questions within each dimension, designers can thoroughly think

through their projects. The eLearning Framework can be applied to learning of any

scope, from face-to-face instruction to complete online courses and distance-

learning programs. As the scope expands, more comprehensive design and

EDU522 – Theory and Practice of E-Learning

© 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

consideration of all dimensions are required. You don’t have to cover every

subdimension, but looking into many issues using the framework helps create a

supportive learning environment for all learners (Khan, 9).

Eight Dimensions of the eLearning Framework • The Institutional dimension focuses on matters related to eLearning’s

administrative affairs, academic affairs, and student services.

• The Management dimension involves overseeing the learning environment

and the distribution of information.

• The Technological dimension focuses on the technology used in eLearning

environments. This includes planning for infrastructure, choosing the right

hardware, and using the necessary software.

• The Pedagogical dimension is about teaching and learning. It involves

analyzing content, understanding the audience, setting goals, planning the

design, organizing materials, and using effective learning strategies.

• The Ethical dimension involves social and cultural influences, diversity, bias,

geographical variations, learner differences, digital access, etiquette, and

legal considerations.

• The Interface Design dimension focuses on how eLearning looks and

works. It includes designing pages, content, navigation, and making sure it’s

easy to use and accessible to everyone.

• The Resource Support dimension involves providing online assistance and

necessary materials to facilitate effective learning.

EDU522 – Theory and Practice of E-Learning

© 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

• The Evaluation dimension involves assessing learners’ progress and

evaluating the effectiveness of the instructional materials and learning

environment.

Figure 2 – Dr. Khan

Dr. Badrul Khan Dr. Badrul Huda Khan, Ph.D. is a Bangladeshi American, an educator, and

eLearning expert, renowned for his contributions to distance education and

instructional technology.

To read more about Dr. Khan, his eLearning Framework, and his groundbreaking

research, visit his website at https://BadrulKhan.com.

EDU522 – Theory and Practice of E-Learning

© 2022 Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.

Sources

1. B. H. Khan. 1997. Web-based instruction: What is it and why is it?

Educational Technology Publications.

2. J. Calder. 1998. Open and flexible learning in vocational education and

training. Kogan.

3. A. Relan. 1997. Web-based instruction and traditional classroom: Similarities

and differences. Educational Technology Publications.

4. M. G. Jones. 1997. User interface design for Web-based instruction.

Educational Technology Publications.

5. S. M. Land. 1997. Patterns of understanding with open-ended learning

environments: A qualitative study. Educational Technology Research and

Development.

6. B. Banathy. 1991. Systems designs of education: A journey to create the

future. Educational Technology Publications.

7. J. L. Morrison. (2003). The global e-learning framework: An interview with

Badrul Khan. The Technology Source, Michigan Virtual University.

8. B. H. Khan. 2007. Obstacles encountered during stages of the eLearning

process. Educational Technology Publications.

9. B. H. Khan. 2010. The Global e-Learning Framework. STRIDE Handbook, 8th

edition. Staff Training and Research Institute of Distance Education.