Instructional Systems | Distance-Educator.com - Part 143 Distance-Educator.com

Posts Tagged ‘Instructional Systems’

Keeping Pace with Information Literacy Instruction for the Real World: When Will MLS Programs Wake Up and Smell the LILACs?

For over thirty years, numerous studies have discussed the contradiction between the growing importance of information literacy instruction to the Library’s core mission and lack of pedagogical training for new librarians. This article reviews the more recent contributions on the topic, presents a survey of New York State MLS curricula and describes initiatives of pedagogy […]

Deciding what kind of course to take: Factors that influence modality selection in accounting continuing professional development

This study used a cross sectional sample created by self-selection from a researchers’ email invitation to accountants in Canada to determine which modalities accountants preferred when selecting Continuing Professional Development (CPD), and the selection factors they used in making those choices. The survey contacted 32,000 accountants in Canada and a total of 428 accountants from […]

Learning object repositories as knowledge management systems

Over the past years, a number of international initiatives that recognize the importance of sharing and reusing digital educational resources among educational communities through the use of Learning Object Repositories (LORs) have emerged. Typically, these initiatives focus on collecting digital educational resources that are offered by their creators for open access and potential reuse. Nevertheless, […]

Differential influences of achievement approach goals and intrinsic/extrinsic motivation on help-seeking in e-learning

Considering the importance yet paucity of help-seeking in e-learning, the present study investigated the motivational antecedents of help-seeking among online college students. We explored and compared the influences of achievement approach goals from the old and new achievement motivation models (Elliot & McGregor, 2001; Elliot, Murayama, & Pekrun, 2011) on online students’ help-seeking through intrinsic/extrinsic […]

A Comparison of Instructor Evaluations for Online Courses

Online learning is growing at a rapid rate across the United States (Durrington, Berryhill & Swafford, 2006; Tabatabaei, Schrottner, & Reichgelt, 2006). However, course evaluation systems have not kept up with these changes and are often inadequate for evaluating the unique expectations and demands faced by online instructors. Typically, online instructors are evaluated using instruments […]

Assessing Faculty Attitudes Toward Technological Change in Graduate Management Education

Distance learning has come a long way since Sir Isaac Pitman initiated the first correspondence course in the early 1840s. The changing demands of the global business community call for new and innovative learning systems for enhancing graduate management education. Learning technologies offer an approach for meeting these challenges. However, faculty resistance to change can […]

Preparing Faculty to Use the Quality Matters Model for Course Improvement

The number of fully online and hybrid (blended) courses in higher education has increased rapidly in recent years. One factor shown to influence effective online learning is the instructional design of such courses. Because continuous improvement in support of student learning is an important part of online education, many colleges and universities have adopted the […]

Cognitive Presence in Virtual Learning Community: An EFL Case

This study aimed to investigate the existence of cognitive presence as one of the elements of the Community of Inquiry framework in virtual centers for undergraduate students of science and technology. To achieve the purpose of this study, first a questionnaire was uniquely developed on the basis of the suggestions made in the literature reviewing […]

Developing Asynchronous Online Courses: Key Instructional Strategies in a Social Metacognitive Constructivist Learning Trajectory

This qualitative, design-based research study resulted in a proposal for a comprehensive set of best instructional practices immersed in a learning trajectory, outlining the tools, processes and the content development for online asynchronous, text-based learning in graduate level professional development courses. The outcome provides a rich description of essential instructional strategies for merging the tools, […]

Dissertations at a Distance: Students’ Perceptions of Online Mentoring in a Doctoral Program

The purpose of this research was to identify best practices in online mentoring used in an online doctoral program to mentor doctoral students through their dissertation. During semi-structured interviews, students (n=9) reflected on the challenges faced communicating with their mentors, and the online technologies, online mentoring strategies, and their own best practices that had been […]