Instructional Systems | Distance-Educator.com - Part 76 Distance-Educator.com

Posts Tagged ‘Instructional Systems’

Instructor’s Use of Social Presence, Teaching Presence, and Attitudinal Dissonance: A Case Study of an Attitudinal Change MOOC

This study examines a MOOC instructor’s use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor’s use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of […]

Revising the Community of Inquiry Framework for the Analysis of One-To-One Online Learning Relationships

In online learning research, the theoretical community of inquiry framework has been used extensively to analyze processes of inquiry among learners and instructors within a community. This paper examines a special case of community of inquiry consisting of only one learner and one instructor. Together they engage in an online coaching discourse to form a […]

Accreditation and competency-based education

Competency-based education or CBE is, an approach to teaching and learning that awards credit on the basis of mastery of clearly defined competencies or skills (EDUCAUSE, 2014). The current increased emphasis on CBE is resulting in institutions and programs taking fresh approaches to their academic activity. The Council for Higher Education Accreditation (CHEA) sought to […]

How did we get here? A brief history of competency-based higher education in the United States

Competency-based education (CBE) programs have spread briskly in higher education over the past several years and their trajectory continues to rise. In light of the spread of competency-based models, this article provides a brief history of CBE in the United States. The Journal of Competency-Based Education

The Predictive Relationship Among the Community of Inquiry Framework, Perceived Learning and Online, and Graduate Students’ Course Grades in Online Synchronous and Asynchronous Courses

The Community of Inquiry framework has been widely supported by research to provide a model of online learning that informs the design and implementation of distance learning courses. However, the relationship between elements of the CoI framework and perceived learning warrants further examination as a predictive model for online graduate student success. A predictive correlational […]

Increasing Social Presence in Online Learning through Small Group Discussions

Social presence is difficult to achieve, but an imperative component of online learning. In this study, we investigated the effect of group size on students’ perceptions of social presence in two graduate-level online courses, comparing small group versus whole class discussions. Our results indicated that when in small group discussions, students perceived a higher level […]

The Relationships Between Students’ Perceived Learning Styles and the Community of Inquiry Presences in a Graduate Online Course

In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was […]

Evaluation Of Content Validity Of Tests In Higher Mathematics Using Google Docs Applications

The present paper studies the issue of content validity analysis of computer tests in higher mathematics. The evaluation technology of quality of test content using Google Docs is given. It provides for organization and realization of examination to establish coincidence between test items and test content, making decisions by test compiler. The examination consists of […]

Construction of Multi-mode Affective Learning System: Taking Affective Design as an Example

This study aims to design a non-simultaneous distance instruction system with affective computing, which integrates interactive agent technology with the curricular instruction of affective design. The research subjects were 78 students, and prototype assessment and final assessment were adopted to assess the interface and usability of the system. Prototype assessment consisted of heuristic assessment and […]

Analyzing How Emotion Awareness Influences Students’ Motivation, Engagement, Self-Regulation and Learning Outcome

Considering social and emotional competence in learning, emotion awareness aims to detect the emotions that students show during their learning interactions and make these emotions explicit to them. Being aware of their emotions, students become more conscious of their situation, what may prompt them to behavioral change. The main goal of this work is to […]