There are many e-learning development models that can be used for instructional design and program management. Broadbent (2002) suggested an eight-step model that includes scoping the project, analyzing needs, designing curriculum and objectives, developing materials, pilot testing, delivering instruction, evaluating outcomes, and maintaining the program. To manage a successful e-learning project, it is important to have strong project management skills, obtain necessary background information, carefully write contracts, allow time for reviews, track time spent on tasks, use project management software, formally approve any revisions, create status reports, and keep records. E-learning programs can effectively support teaching and learning when a well-developed model is followed and continuously improved.

1. E-Learning Models
There are many different e-learning development models that can be utilized for
instructional design and program management. An effective e-learning model should include
strategies to engage learners, facilitate learning and teaching, provide opportunities to evaluate
learners’ performance, be user-friendly, and benefit the organization using it. Broadbent (2002)
suggested an eight-step and a seventeen-step e-learning development models instructors and
developers can use to create successful and functional e-learning programs. Due to the
complexity of implementing e-learning, it is essential to develop a well-organized project
management plan and be flexible to any changes and improvements needed. The purpose of this
paper is to discuss how an eight-step e-learning model can effectively be used for a higher
education institution and how to manage a successful quality e-learning project. The following
model may be combined with other e-learning models in some phases to achieve positive
outcomes.
1. Scope
4. 5. Pilot 8.
the Develop Test Maintain
Project
2. 6. 7.
3. Design
Analyze Deliver Evaluate
Eight steps of an e-learning Development Sequence
Adopted from Broadbent, 2002

2. Step 1. Scope the project: This phase includes gathering data to evaluate whether an
organization is ready to embrace e-learning. For instance, this part can be done by surveying and
interviewing the e-learning participants. At the end of this step, the teaching team will create a
report for those who make decisions to inform them what methods were used to collect data, how
the data were interpreted related to e-learning in the specific setting, how much the e-learning
project would cost, and how it would benefit the organization. The report will also include
helpful tips about the next steps. In a higher education institution, for instance, the instructors
who are convinced that e-learning would be beneficial for students and for improving the quality
of education offered at their institution, may start with scoping the project as the first step and
then move on to the next step.
Step 2.Analyze: In this step, instructional analysis such as setting, technology, participants,
work, teaching appropriateness, content, budget, and profit are examined (Broadbent, 2002). For
example, managers and instructors might collectively consider what types of technologies would
be available, what other technologies would be needed, and how to deliver the content in an e-
learning environment appropriately. In addition, careful thought should be given to costs and
benefits of e-learning in the beginning phases. Instructional analysis is an important section of
the e-learning planning.
Step 3.Design: This step includes planning the curriculum, selecting the training methodologies,
and setting the objectives for the training units (Broadbent, 2002). To design effective e-learning
materials, instructional designers should consider pedagogical aspects and learners’ cognitive
processing as well. Lai, Wang, He, and Wang (2008) proposed a process-oriented e-learning
model called “agent-oriented e-learning process model” while considering the pedagogical
principals to support learning (p. 22). The aforementioned model uses software consisting of

3. three agents. The first agent connects instructors with students while fostering social interaction
in an electronic learning environment, manages the learners’ learning process by providing the
correct level of activities as learners’ progress, and informs instructors about students’
performance so that mentors can identify possible misunderstandings and correct them
immediately. The second agent keeps track of the students’ activities, learning progress, and
performance. The third agent evaluates learners’ performance and the effectiveness of
instruction (Lai, Wang, He, & Wang, 2008). Compared to traditional e-learning model, the
agent-based e-learning process model is more flexible and harmonious with the educational
theories such as constructivism and social learning theories.
Step 4.Develop: In the development stage, all items such as curriculum, methodologies, and
objectives that were planned in the design phase will be developed and reviewed by the internal
review and associates for quality assurance. At this stage, the e-learning developers should also
examine whether they can use some of the existing materials and whether those materials are still
current. Once the instructional materials are developed, pilot testing will take place.
Step 5.Pilot Test: In this stage, the e-learning users and decision makers review and test the
materials that have previously been developed in different instructional periods to ensure that
everything works well as expected.
Step 6.Deliver: This step includes utilizing the e-learning materials developed and reviewed in
previous steps for instruction. During this phase, the materials will still be evaluated and
possibly improved. Feedback and observation can help to collect information on how to enhance
the e-learning instructional materials to support learning.
Step 7.Evaluate: E-learning, just like any other job, should be evaluated for continuing
improvement. At this stage, e-learning developers examine whether the program is designed

4. appropriately and whether the program objectives and benchmarks are being met. There are
many e-learning areas that may be evaluated and enhanced simultaneously. For instance, the
technical support for students and instructors, the teaching and learning process, the course
structure, and the course related assessment procedures may be evaluated for quality control
(Chapman & Henderson, 2010). The following video contains information about e-learning
evaluation and issues:
http://www.youtube.com/watch?v=oR1b4vqDkQ4&playnext=1&list=PLBCE149525412262
A&feature=results_main
Step 8.Maintain: Continuing maintenance of an e-learning program helps to keep all of the e-
learning associated materials and methods current. In this step, the program may need some
adjustments according to the users’ feedback.
How to Manage a Successful Quality E-Learning Project
To achieve positive results from an e-learning program, Broadbent (2002) suggested
considering the following criteria to measure the level of performance in high, medium, and low
categories:
1. Project management skills – obtain adequate information about instructional design,
project management software, and training needs analysis methods
2. Background information – obtain enough information about the organization and the
context before starting with the e-learning project
3. Contract precision – the contract with clients should be written carefully while
considering daily tasks performed during the project rather than promising fixed project
duration
4. Review time – allow enough time for continuing review

5. 5. Effort versus duration – identify the difference between the number of workdays and
the amount of time needed to complete the project including the time needed for the
approval process
6. Software use – use project management software to create a clear plan for external and
internal clients
7. Revisions to work plan – after approval of the work plan, any revisions should be
done formally
8. Word processing skills – use different word program options to create nice status
reports
9. Report to clients – inform all shareholders regularly about the progress and challenges
related to the e-learning project
10. Record keeping – keep record of how much time is needed to complete certain tasks
to plan correctly next time (pp. 86-87).
Conclusion
Higher education institutions are more and more incorporating e-learning into their
instructional activities to support and facilitate learning and teaching, to accommodate learners’
needs such as learning styles, and to provide accessible education for a large number of students
which in turn will benefit their organizations financially. To create an effective e-learning
program that not only offers convenience for the learners and mentors but also encompasses
pedagogical principles, a well-developed e-learning plan is essential to use as a model, which
may need adjustment as needed. There are a number of e-learning models available; however, a
good model should contain strategic plans to involve learners, simplify learning and teaching, be

6. user-friendly, provide technical support to learners and faculty, and benefit the e-learning
offering organization in different ways.

7. References
Broadbent, B. (2002). ABCs of e-learning; reaping the benefits and avoiding the pitfalls. San
Francisco, CA: Jossey-Bass/Pfeiffer
Chapman, B. F., & Henderson, R. G. (2010). E-learning quality assurance: A perspective of
business teacher educators and distance learning coordinators. Delta Pi Epsilon Journal,
52(1), 16-31.
Lai, H., Wang, M., He, J., & Wang, H. (2008).An agent-based approach to process management
in e-learning environments. International Journal of Intelligent Information
Technologies, 4(4), 18-30. Retrieved from
http://search.proquest.com/docview/222742823?accountid=28180