**Author details**

included. These can be collected over several semesters and the results compared to help inform administrators and designers of needed changes in the content and structure of the

Additionally, instructors should be given the opportunity to provide feedback about the course materials. As they are teaching, they will notice inconsistencies in the course, unclear instruc‐ tions, portions of the course that students have difficulty with, and poorly worded or incorrect content and test items. They will also have suggestions for content changes and different pedagogical and presentation approaches. While course designers and administrators responsible for the course would not want to implement all of these recommendations or respond immediately except in cases where simple corrections or typos are needed, this feedback should be compiled and analyzed to determine needed revisions to the course. Also, if the course is part of a sequence of courses, feedback should be obtained from instructors teaching the next level course in the series to determine if the course and instructional

Other ways to evaluate the model would be through course completion and test scores. The latter would be dependent on ensuring that instructors are rating student work and applying rubrics consistently in the case of assignments such as essays or projects. Comparisons could be made between courses in which teachers have been trained and those in which instructors have not been trained in the model or between courses with embedded learning strategy

A limitation of the information presented in this chapter is that the model of eLearning and eTeaching has been applied to only English language learning courses and related teacher training courses, although the theoretical components of the model are well-established as being effective in improving learning in both online and face-to-face contexts [17-21]. Further application of the model should be extended to other disciplines and those using it should assess its value in helping learners and teachers become successful in an online context.

The model does much to address concerns with online learning and teaching from students and faculty members. It provides students with structure and the potential to improve their strategies and approaches to learning so as to be effective in a technology-based distance course. It addresses instructor concerns and myths about teaching online, particularly that online instructors are limited to a grading rather than a teaching role. It expands awareness on the part of both the learner and the teacher of the value of taking responsibility for learning and the role of autonomy, and addresses the misperception that distance courses involve largely independent study with no social interaction or learning from others. It also helps define the role of the instructor in an online course and indicates how instructors can facilitate autonomy through collaborative control, a concept expressed in the following quotation: "What matters most in language advising for autonomy, however, is the [teacher's] ability to help learners make informed decisions about their learning without making those decisions

course.

techniques are preparing learners adequately.

54 E-Learning - Instructional Design, Organizational Strategy and Management

**12. Implications and conclusions**

activities and those without.

Maureen Snow Andrade

Address all correspondence to: maureen.andrade@uvu.edu

Academic Programs, Office of Academic Affairs Utah Valley University, Orem, UT, USA
