Most of the currently available instructional design models were conceptualized to develop instructional solutions to needs and requirements that remain relatively stable over time. Faced with the problem of designing a knowledge management (KM) system that needed to accommodate continuously changing requirements over its fielded lifetime, we developed a new design model that is based on a livi...

  This study examined the EFL learners’ Emotional Quotient (EQ) and Critical Reading (CR) ability to identify possible relationships between these two traits. The results show that there exists a significant relationship between students’ EQ and CR and there is no significant difference between females and males’ EQ and CR ability. Finally, only Intrapersonal and Stress Management subscales of...

This study examined the extent to which instructional conditions influence the prediction of academic success in nine undergraduate courses offered in a blended learning model (n = 4134). The study illustrates the differences in predictive power and significant predictors between course‐specific models and generalized predictive models. The results suggest it is imperative...

Many researchers and educators have questioned whether online course management technologies make a significant impact on student learning process and outcomes. Guided by the Seven Principles framework of student learning, our study examined the impacts of three instructional methods including face-to-face (F2F), hybrid (Web-enhanced), and online courses on the learning process and outcomes. Da...