SIGUCCS '02 Proceedings of the 30th annual ACM SIGUCCS conference on User services
The AMA Handbook of E-Learning: Effective Design, Implementation, and Technology Solutions
The AMA Handbook of E-Learning: Effective Design, Implementation, and Technology Solutions
Learning Objects Based Framework for Self-Adaptive Learning
Education and Information Technologies
Evaluating computer-supported cooperative work: models and frameworks
CSCW '04 Proceedings of the 2004 ACM conference on Computer supported cooperative work
A learning system engineering approach to developing online courses
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
A comparative study of two usability evaluation methods using a web-based e-learning application
Proceedings of the 2007 annual research conference of the South African institute of computer scientists and information technologists on IT research in developing countries
The blended learning delivery design model
DIWED'06 Proceedings of the 6th WSEAS International Conference on Distance Learning and Web Engineering
E-learning and its prospects in education
ICCOMP'08 Proceedings of the 12th WSEAS international conference on Computers
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Recently, there has been an increased interest in producing electronic courses. However, literature shows that adopting e-learning does not guarantee improved learning. This is because mixing technology and content does not necessarily yield effective learning. This paper presents a systematic design process for developing blended courses for undergraduate higher education. The instructional design process is based on instructional design theories and utilized three taxonomies: Bloom Taxonomy, Redeker Taxonomy and Guerra scale. A mapping model is proposed and embedded in the design process to develop a blended course starting from the objectives and content of a traditional course. This paper also presents a evaluation process that estimates the effectiveness of the selected technologies in the design of the blended course. This effectiveness is evaluated in terms of three dimensions: course content formats, interaction and collaboration. A case study is presented to demonstrate the proposed design approach on a System Analysis and Design blended course under development.