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Overview
The e-learning framework for course design is an organizing structure professional practitioners in the field of educational technology can use to create and maintain meaningful e-learning environments. This instructional model considers “design, development, delivery, and evaluation” of web-based and hybrid instruction. The E-Learning framework has the potential to provide guidance in:
 * planning and designing e-learning and blended-learning materials,
 * organizing resources for e-learning environment and blended-learning materials,
 * designing distributed learning systems, corporate universities, virtual universities and cyber schools,
 * designing LMS,LCMS and comprehensive authoring systems (e.g., Omni),
 * evaluating e-learning, blended-learning courses, and programs,
 * evaluating e-learning authoring tools/systems, LMS and LCMS

Even though the field is relatively new there have been some successful e-learning framework models. Some of these include the California E-Learning Framework, the Joint Information Systems Committee (JISC) Framework and the ACL e-Learning Positioning Statement. Each of those frameworks have contributed valuable information to the field of e-learning.

There is still much discussion about designing effective online programs (Simonson, 2012). To a great extent the dialogues have revolved around “the process of distance education implementation and the artifacts needed” (Simonson, 2012, p. 74). Learning frameworks and/or theories related to online learning have been minimal in these discussions. In order to alleviate some of the problems inherent in online learning, several learning frameworks must be considered. One of the theories that may be applied to online learning is constructivism. This theory centers on the idea that students construct knowledge when they are allowed to understand and organize experiences which allow the learner to “discover for himself“ (Bruner, 1960, p. 20). Online learning practitioners must also consider Vygotsky’s theory of social constructivism (1962). According to this theory, learning becomes less challenging when the learner is provided with appropriate support. Another framework that must be considered in online learning is the social presence theory (Short, Williams, & Christie (1999). This theory promulgates that idea that for learning to be more effective, there must be a sense of presence in the learning environment. The media richness theory is another framework that is aligned to online learning.  This theory hypothesizes that communication is enhanced when the media used in learning makes the concepts to be learned less confusing (Daft & Lengel, 1984).

History
The creation of the e-learning framework was guided by the question “What does it take to provide flexible learning environments for learners worldwide?” (Khan, 2005, p. 13). Between 1997-2005 a group of instructors, learners, trainers, administrators and other support services staff involved in e-learning in both academic and corporate settings around the world, guided by the expertise of Dr. Badrul Khan, developed the framework.

Framework Dimensions
The e-learning framework was developed to respond to the question “What does it take to provide flexible learning environments for learners worldwide?” This framework consists of 8 dimensions, sometimes referred to as factors. The pedagogical dimension of E-learning refers to teaching and learning. This dimension addresses issues concerning content analysis, audience analysis, goal analysis, media analysis, design approach, organization and methods and strategies of e-learning environments. The technological dimension of the E-Learning Framework examines issues of technology infrastructure in e-learning environments. This includes infrastructure planning, hardware and software. The interface design refers to the overall look and feel of e-learning programs. Interface design dimension encompasses page and site design, content design, navigation, and usability testing. The evaluation for e-learning includes both assessment of learners and evaluation of the instruction and learning environment. The management of e-learning refers to the maintenance of learning environment and distribution of information. The resource support dimension of the E-Learning Framework examines the online support and resources required to foster meaningful learning environments. The ethical considerations of e-learning relate to social and political influence, cultural diversity, bias, geographical diversity, learner diversity, information accessibility, etiquette, and the legal issues. The institutional dimension is concerned with issues of administrative affairs, academic affairs and student services related to e-learning.

Table source (Kahn, 2005, pp 15) Each dimension has several sub-dimensions. Each sub-dimensions refers to a specific item or issue related to an e-learning environment. Each of these items can be used as a checklist to verify that all important items have been accounted for in an e-learning environment. Each dimension has several sub-dimensions. Each sub-dimensions refers to a specific item or issue related to an e-learning environment. Each of these items can be used as a checklist to verify that all important items have been accounted for in an e-learning environment.

For Further Reading

 * Allen, M. W. (2003). Michael allen's guide to e-learning. Hoboken, NJ: John Wiley and Sons, Inc.
 * Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. Pfeiffer.
 * Garrison, D., & Anderson, T. (2003). E-learning in the 21 century: a framework for research and practice. (2 ed.). London, UK: Routledge Falmer.
 * Horton, W. (2011). E-learning by design. Pfeiffer.
 * Khan, B. (2007). Flexible learning in an information society . (1 ed.). Hershey, PA: Information Science Publishing.
 * Acl e-learning positioning statement. (2012).