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Archive for the ‘Learning Design’ Category

Dyads Versus Groups: Using Different Social Structures in Peer Review to Enhance Online Collaborative Learning Processes

The Peer Review (PR) is a very popular technique to support socio-constructivist and connectivist learning processes, online or face-to-face, at all educational levels, in both formal and informal contexts. The idea behind this technique is that sharing views and opinions with others by discussing with peers and receiving and providing formative feedback enriches the quality […]

Evaluation of iTunes University Courses Through Instructional Design Strategies and m-Learning Framework

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students’ performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework. A total of 27 iTunes […]

Innovative Authoring Tools for Online-Courses with Assignments – Integrating Heterogeneous Tools of e-Learning Platforms into Hybrid Application Solutions

This paper is concerned with an essential topic in e-learning – course content authoring. Besides supporting the concept of Competence-Based Learning (CBL) our solution is aiming to make effective use of an open integration architecture fostering the interoperability of hybrid e-learning solutions. Modern scenarios ask for interoperable software solutions to seamlessly integrate existing e-learning infrastructures […]

Transdisciplinary Pedagogical Templates and their Potential for Adaptive Reuse

This article explores the use and usefulness of carefully designed transdisciplinary pedagogical templates (TPTs) aligned to different learning theories. The TPTs are based on the Learning Design Framework outlined in the Larnaca Declaration (Dalziel et al. in this collection). The generation of pedagogical plans or templates is not new. However, the creation and sharing of […]

The Larnaca Declaration on Learning Design

The Larnaca Declaration on Learning Design arose from a 2012 meeting of experts in Larnaca, Cyprus who sought to provide a new theoretical foundation for the field of Learning Design, based on a synthesis of research and practice in the field to date. It begins by acknowledging the vast benefits that would arise from wider […]

Emotional Intelligence as a Determinant of Readiness for Online Learning

Students’ performance and behavior in online learning environment is associated with their readiness to opt digital learning approach. We in this research investigated distance learners’ emotional intelligence as a determinant of their readiness for online learning. 432 learners enrolled in correspondence based distance learning programs participated in the study. Wong and Law emotional intelligence scale […]

Exploring the Self-Reported ICT Skill Levels of Undergraduate Science Students

Computers have taken an important place in the training of science students and in the professional life of scientists. It is often taken for granted that most students have mastered basic Information and Communication Technologies (ICT) skills; however, it has been shown that not all students are equally proficient in this regard. Starting from theories […]

A Framework for Adaptive Learning Design in a Web-Conferencing Environment

Many recent technologies provide the ability to dynamically adjust the interface depending on the emerging cognitive and collaborative needs of the learning episode. This means that educators can adaptively re-design the learning environment during the lesson, rather than purely relying on pre-emptive learning design thinking. Based on a three-semester design-based research study this paper explores […]

A Cognitive Style Perspective to Handheld Devices: Customization vs. Personalization

Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, we developed a customized digital learning […]

Effects of Web-Based Collaborative Writing on Individual L2 Writing Development

This study investigated the effect of repeated in-class web-based collaborative writing tasks on second language writers’ (L2) individual writing scores. A pre-test post-test research model was used in addition to participant surveys, class observations, and teacher interviews. Participants included 59 L2 writers in a writing class at a large U.S. university. The 32 participants in […]

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