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Archive for the ‘Instructional Design’ Category

HOME / ARCHIVES / VOL. 28 (2020) / Original Research Articles The effects of a Moodle-based instructional unit on physical activity in schools on 15–20 years experienced permanent Irish primary teachers physical activity knowledge, attitudes and behaviour

Childhood obesity is nearing epidemic proportions in Ireland and abroad. Childhood is a key period in the prevention of obesity and additional conditions that are associated with a sedentary lifestyle. The study aimed to discuss the effect of a short eLearning course for Irish primary teachers and its effect on their behaviours, attitudes and knowledge […]

New Book: The Elements of Instruction: A Framework for the Age of Emerging Technologies, By Micheal H. Molenda and Deepak Prem Subramony

Are twentieth-century methods of teaching applicable in the twenty-first century? At heart, that is a key question that this book attempts to answer. Our thinking about this issue is hindered by definitional murkiness and hyperbole surrounding the concepts of media, multimedia, distance education, MOOCs, educational technology, emerging technologies, and social media. Each construct is analyzed […]

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

This exploratory study critically analyzes instructor perceptions of leaving video feedback and its impact on workload. Using qualitative and quantitative data, it discusses instructor experiences in adding video feedback to written notes in online courses.  Specifically, this study asks if instructors will feel more “connected” in video feedback courses, if instructors will report increased workloads, […]

Using Innovative and Scientifically-Based Debate to Build e-Learning Community

The research described in this article explored the efficacy of a novel approach to recreating classroom debates online. Using a structured approach and collaborative group work, the researcher developed an approach that students found very useful in six different dimensions. The research also explored possible differences in perceptions stemming from students’ familiarity with online learning […]

The Influence of Successful MOOC Learners’ Self-Regulated Learning Strategies, Self-Efficacy, and Task Value on Their Perceived Effectiveness of a Massive Open Online Course

High dropout rates have been an unsolved issue in massive open online courses (MOOCs). As perceived effectiveness predicts learner retention in MOOCs, instructional design factors that affect it have been increasingly examined. However, self-regulated learning, self-efficacy, and task value have been underestimated from the perspective of instructors even though they are important instructional design considerations […]

A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. […]

8 Ways to Improve Group Work Online

Guiding students in effective collaboration is one of the best ways to mentor them in this crisis, Cathy N. Davidson and Christina Katopodis argue, offering advice for how to do so successfully. Inside Higher Ed

First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey

In this study, 295 (13.8% response rate) first year students from a large, Scottish, Russell-Group university were surveyed on their attitudes to and use of lecture recordings in 2018. Kruskal–Wallis tests were used to compare the ranked responses between students in different categories relevant to monitoring equality and diversity, such as carer status (5% of […]

A Participatory Approach to Developing Online Course Quality Standards in Health Professions Education

Online programs are growing in number, and their success and sustainability are dependent on the quality of the courses they offer. Online program administrators need to ensure the quality of individual courses and the program as a whole. While several course quality rubrics and evaluation instruments are available, administrators need to select an instrument that […]

Design, Development, Implementation, and Support (DDIS): Supporting Online Doctoral Candidates

This paper describes a protocol for an effective response to nontraditional online doctoral candidates based on the development of advanced cognitive processes, academic writing skills, and functional knowledge. The Design, Development, Implementation, and Support (DDIS) protocol is a three-phase protocol that integrates the requisite skills, concepts, and expertise with mentor and candidate response, interactions, technologies, […]

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