Archive for the ‘Instructional Design’ Category

Using Design-Based Research in Higher Education Innovation

This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success at the University of Maryland (CILSS), University College. CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university’s instruction of curriculum, learning models, and student support to identify promising innovations for […]

Student Perceptions of the Use of Multimedia for Online Course Communication

A great deal of research exists in the use of multimedia communications in online classrooms as a means of furthering student engagement. However, little research exists that examines the perceptions of students when such technologies are used. Additionally, it is unclear that students are likely to engage in the use of such technologies when available. […]

An Evaluation of the Impact of “Learning Design” on the Distance Learning and Teaching Experience

This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008)[1] unit of study at a UK distance learning institution.  By comparing student (n=656) and tutor (n=42) survey data with questionnaire responses (n=9) from the unit of study’s core production team, this paper assesses the impact of […]

Strategic Tooling: Technology for Constructing a Community of Inquiry

The Community of Inquiry (CoI) framework describes online learning as a collaborative process supported by social presence, teaching presence, and cognitive presence, which work together to facilitate critical thinking and learning. The technology used in an online class can facilitate a CoI when its features support, rather than constrain, activities that promote these three elements. […]

Flow in e-learning: What drives it and why it matters

This paper seeks to explain why some individuals sink further into states of flow than others, and what effects flow has in the context of a virtual education environment. Our findings—gathered from both questionnaire and behavioural data—reveal that flow states are elicited by the e-learners’ senses of controlling the virtual education environment, their attention centred […]

TPACK updated to measure pre-service teachers’ twenty-first century skills

Twenty-first century skills have attracted significant attention in recent years. Student of today and the future are expected to have the skills necessary for collaborating, problem solving, creative and innovative thinking, and the ability to take advantage of information and communication technology (ICT) applications. Teachers must be familiar with various pedagogical approaches and the appropriate […]

Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

While various quantitative measures for assessing teachers’ technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and […]

Editorial 33(3): TPCK/TPACK research and development: Past, present, and future directions

Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content areas. During the last 12 years, multiple ways to understand this knowledge and support its development have emerged, generating approximately 1,200 publications that utilise the construct, impacting the practice of postsecondary […]

Dropout Rates, Student Momentum, and Course Walls: A New Tool for Distance Education Designers

This paper explores a new tool for instructional designers. By calculating and graphing the Student Momentum Indicator (M) for 196 university-level online courses and by employing the constant comparative method within the grounded theory framework, eight distinct graph shapes emerged as meaningful categories of dropout behavior. Several of the graph shapes identified Course Walls, that […]

The Origins of Innovation in the Edtech Ecosystem

The learning management system as we have known it is fading in its importance. Supplanting it are hundreds of tools and innovations, created by a plethora of vendors, institutions, students, and instructors in a frothy, bubbling world known as the edtech ecosystem. EDUCAUSE