With over two million students projected to be enrolled in higher education distance learning courses by the year 2002, it is imperative that consideration be given to the design of high-quality online programs. Using the framework of grounded design as a context for dealing with the range of design decisions that best facilitate learning outcomes, five areas are discussed: psychological, pedagogical, technical, cultural, and pragmatic (Hannafin, Hannafin, Land, & Oliver, 1997). Examples are provided of how each area of grounded design can be used, as instructional designers, content experts, and others establish Web-based programs in higher education.
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