This article presents how IBI bring of all in class activities into our eLearning, in an attempt to draw attention to the important considerations within a complex system.


The design of e-learning resources requires understandings in education, multimedia content, resource publication, and electronic technologies. The sophistication of the task is highlighted by our teams:

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The chart shows a web-enhanced case-based activity in an IBI course with the requirement for the students to go through detailed and diverse procedures which shows the flow of a typical online case-based learning sequence in the course. The online activities were varied: web searching, reading of online resources, quizzes, learning games and group discussions…Many of the eLearning lessons activities are carried out independently integrated in our Self-pace learning program - eClasses but students’ performance is closely monitored by the teacher and contributed to course grades.

The activity sequence in Learning Activities Management System (LAMS) allowed the activities to become more structured in the following manner. The course is structured into different modules and lessons so that students learn them in order together with working with the suggested online resources and the links to the resources were placed in the LAMS sequence. 

Students learn and finish each lesson and when they feel that they are fully learned, they click the ‘next’ button to go to the next lesson and then the mini test when they have finished a whole module for the progressing analytics and evaluation. The students learn through the case materials, quizzes on comprehension and the associated questions…then they can submit their questions and exercises to the instructor who will receive students’ answers and exercises also through the same system.

The topics of the module will be further discussed in the live classroom training - eConversations, with various answers being compared and contrasted. Students then rethink about their own solutions. A learning project will be assigned after that for them to work in group to really comprehend and absorb the knowledge and skills.

The designed learning path that consisted of dedicated reading, discussions and reflections would enable students to have a clearer understanding of the issues. The controlled sequence helps students learn in high level of engagement. The other objective of the teacher – to extend the learning experiences of the students to out-of-class time through online learning activities – is also met. The advantages of the case-based activity enhance the new possibilities for flexible time management through using the web-based tool. 

The six areas – activity, scenario, feedback, delivery, context, and impact – cover issues across all disciplines involved in our e-learning design, but particularly focus on learning as the driving motivation. In many business situations, the e-learning goal is to improve business outcomes. We make the assumption that this is achieved indirectly by the effectiveness of the e-learning training and thus focus on improving that effectiveness.

IBI eLearning design stems from a focus on student experience, while taking into account the broader networks that contribute to and are influenced by that experience. We encourage a participatory design and implementation approach, where the e-learning system is a two-way street, allowing early and ongoing communications between designer and users, rather than a conduit directed at the learner or educator. 



At IBI Global, we believe that education drives technology not technology drives education!



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