Abstract—Studies in search of improved instructional strategies in e-learning have extended beyond possibilities of speculations. An improved instructional strategy can develop substantially better transfer of learning and better adaptive brains as well. In this study, we experimented to gather samples as data from participants who took part in this investigation. We tested the gathered data to validate our hypothesis that the instructional strategy based on associative relevance had drastically upgraded e-learning. The observed facts and analyzed data established the hypothesis that instructional strategy based on associative relevance improved e-learning.

Index Terms—Associative relevance, cognition, e-learning, instructional strategy.

Gufran Ahmad is with College of Computer Sciences and Information Systems, Jazan University, Jazan, 45142, Saudi Arabia.

Cite: Gufran Ahmad, " Instructional Strategy Based on Associative Relevance Improves e-Learning," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 5, no. 3, pp.165-172, 2015.