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Archive for the ‘Instructional Design’ Category

How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate […]

Frugal MOOCs: An Adaptable Contextualized Approach to MOOC Designs for Refugees

There is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions […]

Familiarity, Current Use, and Interest in Universal Design for Learning Among Online University Instructors

This study investigated online faculty familiarity, course design use, and professional development interest regarding universal design for learning (UDL) guidelines. The researchers surveyed all 2017 to 2018 online faculty at a large university in the southeastern United States. Findings included 71.6% of faculty reporting familiarity with at least one UDL guideline, with most respondents indicating […]

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Designing Learning for Augmented and Virtual Reality Exploring what instructional designers should consider to ensure that virtual reality, augmented reality, and mixed reality platforms deliver the maximum learning benefit. Major points we covered in the white paper are: The importance of using traditional design models like ADDIE and SAM when appropriate but not being afraid […]

How College Students’ Achievement Goal Orientations Predict Their Expected Online Learning Outcome: The Mediation Roles of Self-Regulated Learning Strategies and Supportive Online Learning Behaviors

The purpose of this study was to examine the underlying mechanism between goal orientations and academic expectation for online learners. We simultaneously studied the structural relationships among 2×2 achievement goal orientations, self-regulated learning strategies (SRL), supportive online learning behaviors, and expected academic outcome in various online courses with 93 respondents (70 undergraduate and 23 graduate […]

Social media and professional development: a systematic review

The great popularisation of social media at the beginning of the 21st century has led to the production of many empirical studies in an attempt to explore the opportunities these platforms provide for different activities, such as learning and updating for professionals. This study aims to identify and summarise the main characteristics of research into […]

Blended learning in large enrolment courses: Student perceptions across four different instructional models

Drawing on data from five large enrolment introductory courses in a public university, we compared students’ perceptions of blended learning on design, interaction, learning, and satisfaction in four different blended models. The models, which were the result of a course redesign initiative, had different combinations of face-to-face lectures, online sessions, and small group tutorial classes. […]

Using learning analytics to develop early-warning system for at-risk students

In the current study interaction data of students in an online learning setting was used to research whether the academic performance of students at the end of term could be predicted in the earlier weeks. The study was carried out with 76 second-year university students registered in a Computer Hardware course. The study aimed to answer […]

Humanising Text-to-Speech Through Emotional Expression in Online Courses

This paper outlines an innovative approach to evaluating the emotional content of three online courses using the affective computing approach of prosody detection on two different text-to-speech (TTS) voices in conjunction with human raters judging the emotional content of the text. This work intends to establish the potential variation on the emotional delivery of online […]

A Taxonomy of Inclusive Design: On Disclosure, Accessibility, and Inclusion

Before you read further, we’d like you to consider how you define inclusion. What does it mean to you? Please enter a brief (three to five words or up to forty characters) definition of inclusion into the Answer Garden text field below and click Submit to view a word cloud with other responses. EDUCAUSE Review […]

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