Abstract

Global organizations spend millions of dollars designing stand alone Global e-learning. The shortage of research in stand alone Global e-learning and a consequent lack of empirically validated guidelines presents a challenge for global organizations in their efforts to design and deliver e-learning courses that are suitable for a diverse range of learners (World Bank, 1999). Guidelines proposed by Henderson (1996), Edmundson (1996), and Gunawardena and Sanchez (1996) are often used in the design of global courses. However, it is difficult to find under what conditions a particular guideline or educational strategy is effective. This study aims to reduce this lacuna in the knowledge about the design of stand alone e-learning courses. The current work is an exploratory study of four Global e-learning courses. Using Reeve's (1997) e-learning dimensions, the study focused on exploring Global e-learning from the learner's point of view. This analysis of e-learning design is important because it can identify the important considerations as perceived by the learner. Personalizing the learning content, opportunities for learner interaction, flexible design, and the use of multiple epistemologies emerged as important design considerations. Using recommendations from learners, a set of ten design guidelines emerged. In the strategic planning process these guidelines can provide useful tools for evaluating existing Global e-learning initiatives or determining critical success for future Global e-learning initiatives. The discussion focuses on essential elements to be considered for the development of stand alone Global e-learning in global organizations.