Archive for the ‘Instructional Design’ Category

A Comparative Typology of Student and Institutional Expectations of Online Faculty

Online faculty must uphold institutional expectations for their performance. Typically, online institutions have specific guidelines for faculty-to-student interactions; yet, student expectations of faculty may not necessarily align with institutional requirements. This study included a typological analysis of institutional requirements for online faculty in terms of student engagement. Then, student comments regarding faculty performance expectations were […]

Designing quality into direct-assessment competency-based education

Background Meeting the nation’s need for 60% of its working age population to hold postsecondary education by 2025 is not possible through traditional educational institutions and formats. They simply do not have the “seats” available. Students, employers, and regulatory agencies are actively exploring educational alternatives, such as competency-based education, rightfully expecting assurances of quality. Methods […]

University of Michigan Uses Machine Learning to Improve Student Writing

Thanks to elements of artificial intelligence, writing a paper has gotten simpler. EdTech Magazine

Elements of satisfactory online asynchronous teacher behaviour in higher education

In this study, differences were analysed between two groups of online teachers in a Master of Special Educational Needs program. One group scored high on student satisfaction and the second group received low student satisfaction ratings. Findings indicate that high satisfaction is associated with relatively long and pedagogically complex messages that are most often addressed […]

Competency-Based Education in a Traditional Higher Education Setting: A Case Study of an Introduction to Psychology Course

This paper presents a case study of a Competency-Based Education Introduction to Psychology course conducted in a small, private, traditional university in the western United States. Two competency-graded sections were offered, one online and one in the classroom. Eleven undergraduate students completed the online section, and 24 students completed the classroom-based section of the course. […]

Download: International Journal of Instructional Technology & Distance Learning, May 2017 Issue

Table of Contents – May 2017 Editorial: Looking backward into the future Donald G. Perrin An e-learning instructional design model for the STEM classroom Nirupama Akella Online and out-of-synch: using discussion roles in online asynchronous discussions Cheryl Hancock and Barb Rowland The role of social media networks in shaping the e-content generation Rizik M. H. Al-Sayyed, […]

Designing and Improving a Blended Synchronous Learning Environment: An Educational Design Research

In this study, a blended synchronous learning environment (BSLE) was created to support a group of graduate students when they were taking a course. Instruction was delivered to both face-to-face (F2F) and online students simultaneously. The purpose of this paper is to present how this BSLE was gradually designed, implemented, and improved by following the […]

Exploring Small Group Analysis of Instructional Design Cases in Online Learning Environments

The case-based approach is a constructivist instructional strategy that helps students apply their emerging knowledge by studying design problems in authentic real-world situations. One important instructional strategy in case-based instruction is to analyze cases in small groups before discussing them with the whole class. This study investigates the use of small-group structure to analyze case […]

Creating a Community of Inquiry in Large-Enrollment Online Courses: An Exploratory Study on the Effect of Protocols within Online Discussions

It can be difficult to foster focused and effective communication in online discussions within large classes. Implementing protocols is a strategy that may help students communicate more effectively, facilitate their learning process, and improve the quality of their work within online discussions. In this exploratory research study, a protocol was developed and improved over two […]

Thinking Skills by Design: Using a Capstone ePortfolio to Promote Reflection, Critical Thinking, and Curriculum Integration

A capstone ePortfolio is a digital space where students can gather and integrate their learning experiences from their undergraduate careers into a meaningful whole, demonstrate their growth as learners, and connect their learning to the world. The process of creating a capstone ePortfolio equips students with the digital composition skills necessary for creating a professional […]