Archive for the ‘Learning Design’ Category

Penn State World Campus Taps VR for Educating Teachers

A project at Penn State World Campus immersed teachers into a virtual classroom as part of a graduate-level special education course. Students could use a virtual reality headset to watch 360-degree videos or view them as regular videos on YouTube. Campus Technology 

Information literacy and informed learning: conceptual innovations for IL research and practice futures

Our paper draws together conceptual innovations emerging from the work of a group of researchers focussed on the relational approach to information literacy, more recently labelled ‘informed learning’. Team members have been working together in various configurations for periods ranging from seven to seventeen years. Our collaborative approach continues to yield new concepts and constructs […]

Rich environments for active learning: a definition

Rich Environments for Active Learning, or REALs, are comprehensive instructional systems that evolve from and are consistent with constructivist philosophies and theories. To embody a constructivist view of learning, REALs: promote study and investigation within authentic contexts; encourage the growth of student responsibility, initiative, decision making, and intentional learning; cultivate collaboration among students and teachers; […]

Distance Learning: A Game Changer

Previous research identified a variety of special populations which may be serviced through online learning activities. These have included the military, Native Americans, prisoners, remote occupations, and others. This paper focuses the growing role of distance learning opportunities for student and professional athletes. Special attention is directed at the rules and regulations at the high […]

Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats

During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek Hero, combined for—credit (Harvard College and Harvard Extension School) and open online (HarvardX) groups into a single online unit, marking the first […]

MOOCs and open education: Possible roles, pedagogical practices, personalization, and pending trends.

In this article, Professors Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds discuss the events that led to their recently edited book on “MOOCs and Open Education Around the World” as well as a special journal issue on this same topic. They reflect on the role of MOOCs and open […]

The Incorporation of Quality Attributes into Online Course Design in Higher Education

A survey was designed incorporating questions on 28 attributes (compiled through a literature review) and considered to be quality features in online academic courses in higher education. This study sought to investigate the ongoing practice of instructional designers and instructors in the United States with respect to their incorporation of these quality best practices into […]

Students’ Metacognition and Cognitive Style and Their Effect on Cognitive Load and Learning Achievement

  The present research’s objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence – Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two eleventh grade courses from […]

Building Real Community Online with Free Apps

Giving students “voice, choice and connectivity” will help them gain a sense of belonging in a group even when they’re states and countries apart. Campus Technology

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 […]