An instructional model for web‐based e‐learning education with a blended learning process approach
Abstract
Web‐based e‐learning education research and development now focuses on the inclusion of new technological features and the exploration of software standards. However, far less effort is going into finding solutions to psychopedagogical problems in this new educational category. This paper proposes a psychopedagogical instructional model based on content structure, the latest research into information processing psychology and social contructivism, and defines a blended approach to the learning process. Technologically speaking, the instructional model is supported by learning objects, a concept inherited from the object‐oriented paradigm.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
All the above issues may be related to the greater problem of the imbalance between the demand for e-courses and appropriate pedagogical planning.
“All the above issues may be related to the greater problem of the imbalance between the demand for e-courses and appropriate pedagogical planning (e.g., Abernathy [8]; Alonso et al. [70]; Khalil nd Elkhider [3]; and Song et al. [16]).”
From A Comparative Study of the ADDIE Instructional Design Model in Distance Education (2022) · cites this paper as Alonso et al. [70]
Cites
Instructional Design Theories and Models
(1983) · doi:10.4324/9780203824283 · Cited by 2,192 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Four key challenges to the design of blended learning: A systematic literature review
Boelens, R., De Wever, B., & Voet, M. (2017) · Educational Research Review · doi:10.1016/j.edurev.2017.06.001 · Cited by 698 · see citing works
Artificial intelligence innovation in education: A twenty-year data-driven historical analysis
Guan, C., Mou, J., & Jiang, Z. (2020) · International Journal of Innovation Studies · doi:10.1016/j.ijis.2020.09.001 · Cited by 665 · see citing works
A Comparative Study of the ADDIE Instructional Design Model in Distance Education
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022) · Information · doi:10.3390/info13090402 · Cited by 279 · see citing works
Bond, M., Zawacki‐Richter, O., & Nichols, M. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12730 · Cited by 243 · see citing works
Al-Rahmi, W. M., Alias, N., Othman, M. S., Alzahrani, A. I., Alfarraj, O., Saged, A. A., & Abdul Rahman, N. S. (2018) · IEEE Access · doi:10.1109/access.2018.2802325 · Cited by 204 · see citing works
Chen, Z., Jiao, J., & Hu, K. (2021) · International Journal of Distance Education Technologies · doi:10.4018/ijdet.20210101.oa1 · Cited by 83 · see citing works
Competencies for Instructional Designers: A View from Employers: Competencies for ID
Klein, J. D., & Kelly, W. Q. (2018) · Performance Improvement Quarterly · doi:10.1002/piq.21257 · Cited by 55 · see citing works
Taveira-Gomes, T., Prado-Costa, R., Severo, M., & Ferreira, M. A. (2015) · BMC Medical Education · doi:10.1186/s12909-014-0275-0 · Cited by 39 · see citing works
- Authors
- Alonso, F., López, G., Manrique, D., & Viñes, J. M.
- Affiliations
- Universidad Politécnica de Madrid (ES)
- Corresponding author
- Alonso, Fernando
- ORCID
- Manrique, Daniel
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2005-02-25
- Volume
- 36
- Issue
- 2
- Pages
- 217-235
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W2096452010
- Cited by
- 576
- References
- 1
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 10 · 2023: 31 · 2022: 49 · 2021: 41 · 2020: 64 · 2019: 33 · 2018: 32 · 2017: 26 · 2016: 41 · 2015: 24 · 2014: 35 · 2013: 26 · 2012: 38
- FWCI
- 63.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Educational Technology (publishedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology in Learning
- Keywords
- web-based e-learning, teaching model, psychopedagogical model, blended learning, learning objects, information processing psychology, social constructivism, content structure, object orientation
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
