A Comprehensive E-Learning Model

Abstract

In e-learning, people are involved in the process of creating e-learning materials and making them available to a specified audience. The People-Process-Product Continuum or P3 Model (Figure 1) can be used to map a comprehensive picture of e-learning (Khan, 2004, in press). For example, people involved in e-learning can be referred to as the E-Learning Team responsible for producing e-learning materials (Figure 1).
In this article, I discuss the stages of the e-learning process in terms of people responsible for providing various e-learning and blended learning products.
The e-learning process can be divided into two major phases: (1) content development, and (2) content delivery and maintenance (Figure 2). A typical e-learning process has planning, design, development, evaluation, delivery, and maintenance stages. The e-learning process is iterative in nature. Although evaluation is a separate stage of the e-learning process, shown in Figure 1, ongoing formative evaluation for improvement (i.e., revision) should always be embedded within each stage of the e-learning process.
Individuals involved in various stages of the e-learning process should be in contact with each other on a regular basis and revise materials whenever needed.
Based on the size and scope of the project, the number of individuals involved in various stages of an e-learning project may vary. Some roles and responsibilities may overlap, as many e-learning tasks are interrelated and interdependent. A large-sized e-learning project requires the involvement of various individuals. In a small or medium-sized e-learning project, some individuals will be able to perform multiple roles. When an e-learning course is completely designed, developed, taught, and managed by a single individual, it is clear that the same individual has performed the role of content expert, instructional designer, programmer, graphic artist, project manager, etc. This is an example of a small-size e-learning project. Many of my colleagues have had experiences in developing their online courses by themselves, with intermittent staff support from their institutions.