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Archive for the ‘Learning Design’ Category

Creating and Collaborating: Students’ and Tutors’ Perceptions of an Online Group Project

Although collaboration skills are highly valued by employers, convincing students that collaborative learning activities are worthwhile, and ensuring that the experience is both useful and enjoyable, are significant challenges for educators. This paper addresses these challenges by exploring students’ and tutors’ experiences of a group project where part-time distance learners collaborate online to create a […]

A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement

In higher education, e-learning is gaining more and more impact, especially in the format of blended learning, and this new kind of traditional teaching and learning can be practiced in many ways. Several studies have compared faceto-face teaching to online learning and/or blended learning in order to try to define which of the formats provides, e.g., […]

Evaluation to support learning design: Lessons learned in a teacher training MOOC

The design of learning opportunities is an integral part of the work of all educators. However, educators often lack the design skills and knowledge that professional designers have. One of these basic skills is related to the evaluation of produced artefacts, an essential step in all design frameworks. As a result, evaluation of learning activities […]

Using learning analytics to improve online formative quiz engagement

This paper describes the findings of a small research study, conducted in a third-level online college, using learning analytics to examine the implementation of formative quizzes in a blended-learning post-primary teaching programme. Using historic data captured in a virtual learning environment (VLE) for a single cohort (n=126), patterns of use of formative Knowledge Check quizzes […]

Informing learning design through analytics: Applying network graph analysis

Learning design has traditionally been thought of as an activity occurring prior to the presentation of a learning experience or a description of that activity. With the advent of near real-time data and new opportunities of representing the decisions and actions of learners in digital learning environments, learning designers can now apply dynamic learning analytics […]

Teach[at]CUNY Handbook

The primary audience for the Teach@CUNY Handbook is Graduate Center students preparing for their first semesters as college professors in CUNY’s classrooms. The handbook has been built in dialogue with students at the Graduate Center who have sought guidance and assistance from the Teaching and Learning Center (TLC) in the two years since we opened. Hundreds […]

4FAD: A framework for mapping the evolution of artefacts in the learning design process

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As […]

A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework […]

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review […]

Academic Instruction at a Distance: An Examination of Holistic Teacher Perceptions in a Virtual High School

The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online instructors in […]

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