551 Copyright © 2017, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 28 DOI: 10.4018/978-1-5225-0783-3.ch028 ABSTRACT The dramatic transition from the post-Flexnerian model to the models of 21 st century requires peda- gogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21 st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life- long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology. INTRODUCTION A dramatic change has taken place in medical student education, from the post-Flexnerian model of the university-based education supported by classroom disclosure, laboratory and anatomy learning, and late clinical experience to the models of the 21 st century: early clinical experience, life-long learning, self- directed learning, and competency-based instruction (Mahan & Clinchot, 2014). Such a vivid transition Principles of Instructional Design for E-Learning and Online Learning Practices: Implications for Medical Education Erdem Demiroz University of Missouri-Kansas City, USA