Showing papers on "Instructional design published in 2019"

Cognitive Architecture and Instructional Design: 20 Years Later

Abstract: Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the theory. Curiously, this knowledge had had a limited impact on the field of instructional design with most instructional design recommendations proceeding as though working memory and long-term memory did not exist. In contrast, cognitive load theory emphasised that all novel information first is processed by a capacity and duration limited working memory and then stored in an unlimited long-term memory for later use. Once information is stored in long-term memory, the capacity and duration limits of working memory disappear transforming our ability to function. By the late 1990s, sufficient data had been collected using the theory to warrant an extended analysis resulting in the publication of Sweller et al. (Educational Psychology Review, 10, 251–296, 1998). Extensive further theoretical and empirical work have been carried out since that time and this paper is an attempt to summarise the last 20 years of cognitive load theory and to sketch directions for future research.

Learning Analytics for Learning Design: A Systematic Literature Review of Analytics-Driven Design to Enhance Learning

Abstract: As the fields of learning analytics and learning design mature, the convergence and synergies between the two are becoming an important area for research This paper intends to summarize the main outcomes of a systematic review of empirical evidence on learning analytics for learning design Moreover, this paper presents an overview of what and how learning analytics have been used to inform learning design decisions and in what contexts The search was performed in seven academic databases, resulting in 43 papers included in the main analysis The results from the review depict the ongoing design patterns and learning phenomena that emerged from the synergy that learning analytics and learning design impose on the current status of learning technologies Finally, this review stresses that future research should consider developing a framework on how to capture and systematize learning design data grounded in learning analytics and learning theory, and document what learning design choices made by educators influence subsequent learning activities and performances over time

My) three principles of effective online pedagogy

Abstract: This main goal of this article is to propose three principles of how to make online teaching and learning more effectively.

Computer Games in Education.

Abstract: Visionaries offer strong claims for the educational benefits of computer games, but there is a need to test those claims with rigorous scientific research and ground them in evidence-based theories of how people learn. Three genres of game research are ( a) value-added research, which compares the learning outcomes of groups that learn academic material from playing a base version of a game to the outcomes of those playing the same game with one feature added; ( b) cognitive consequences research, which compares improvements in cognitive skills of groups that play an off-the-shelf game to the skill improvements of those who engage in a control activity; and ( c) media comparison research, which compares the learning outcomes of groups that learn academic material in a game to the outcomes of those who learn with conventional media. Value-added research suggests five promising features to include in educational computer games: modality, personalization, pretraining, coaching, and self-explanation. Cognitive consequences research suggests two promising approaches to cognitive training with computer games: using first-person shooter games to train perceptual attention skills and using spatial puzzle games to train two-dimensional mental rotation skills. Media comparison research suggests three promising areas where games may be more effective than conventional media: science, mathematics, and second-language learning. Future research is needed to pinpoint the cognitive, motivational, affective, and social processes that underlie learning with educational computer games.

Measuring Learning Effectiveness: A New Look at No-Significant-Difference Findings

Abstract: Researchers, instructional designers and consumers of ALNs must be cautious when interpreting results of media comparison studies. Much of the literature purports to have found no significant difference in learning effectiveness between technology-based and conventional delivery media. This research, though, is largely flawed. In this paper, we first outline the philosophical positions of the opposing sides of an intense debate in the literature as to whether delivery media alone influence learning outcomes. We then select at random several representative media comparison studies to illustrate the inadequacy of their methodologies and conclusions. More important, we derive critical design considerations for those who evaluate or conduct media comparison research. ALN practitioners should not assume that students would learn better from technology delivery systems. Rather, ALN practitioners should adhere to time-tested instructional design strategies, regardless of the medium they choose. Learning effectiveness is a function of effective pedagogical practices. Accordingly, the question for ALN practitioners ought to be: "What combination of instructional strategies and delivery media will best produce the desired learning outcome for the intended audience?"

The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice

Abstract: The Essentials of Instructional Design, 4th Edition introduces the fundamental elements, principles, and practice of instructional design (ID) to students new to ID. Key procedures within the ID process—learner analysis, task analysis, needs analysis, developing goals and objectives, organizing instruction, developing instructional activities, assessing learner achievement, and evaluating the success of the instructional design—are covered comprehensively and enriched with descriptions and examples of how these procedures are accomplished using the best-known models. Unlike most other ID books, The Essentials of Instructional Design provides an overview of the principles and practice of ID without placing emphasis on any one ID model. Offering the voices of instructional designers from a number of professional settings and providing real-life examples from across sectors, students learn how professional organizations put the various ID processes into practice. This revised edition features new activities, quizzes, and content on professional development. Offering a variety of possible approaches for each step in the ID process and clearly explaining the strengths and challenges associated with each, this book prepares students with the information they need to make informed decisions as they design and develop instruction.

Learning to code or coding to learn? A systematic review

Abstract: The resurgence of computer programming in the school curriculum brings a promise of preparing students for the future that goes beyond just learning how to code. This study reviewed research to analyse educational outcomes for children learning to code at school. A systematic review was applied to identify relevant articles and a thematic analysis to synthesise the findings. Ten articles were included in the synthesis and an overarching model was developed which depicts the themes. The results demonstrate that although students are learning to code, a range of other educational outcomes can be learnt or practiced through the teaching of coding. These included mathematical problem-solving, critical thinking, social skills, self-management and academic skills. The review also identified the importance of instructional design for developing these educational outcomes through coding.

Developing learning community in online asynchronous college courses: the role of teaching presence

Abstract: This paper builds on the model we have developed for creating quality online learning environments for higher education. In that model we argue that college-level online learning needs to reflect what we know about learning in general, what we understand about learning in higher-education contexts, and our emerging knowledge of learning in largely asynchronous online environments. Components of the model include a focus on learner roles, knowledge building, assessment, community, and various forms of “presence.” In this paper we focus on two components—teaching presence and community—and review the rationale and benefits for an emphasis on community in online learning environments. We argue that learning is social in nature and that online learning environments can be designed to reflect and leverage the social nature of learning. We suggest that previous research points to the critical role that community can play in building and sustaining productive learning and that teaching presence, defined as the core roles of the online instructor, is among the most promising mechanism for developing online learning community. We present a multi-institutional study of 2,036 students across thirty-two different colleges that supports this claim and provides insight into the relationship between online learning community and teaching presence. Factor and regression analysis indicate a significant link between students’ sense of learning community and their recognition of effective instructional design and directed facilitation on the part of their course instructors—and that student gender plays a small role in sense of learning community. We conclude with recommendations for online course design, pedagogy, and future research.

Difficulties in defining mobile learning: analysis, design characteristics, and implications

Abstract: Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the literature, however, use of the terms has been unsystematic. The purpose of this article is to critically examine the principles of mobile learning. First, I examine the extant literature with regard to defining mobile learning. Four definitions of mobile learning categories are described: (1) relationship to distance education and elearning, (2) exploitation of devices and technologies, (3) mediation with technology, and (4) nomadic nature of learner and learning. Second, in an effort to provide a basis on which to ground future mobile learning research, I propose a framework of design characteristics for mobile learning environments. Seven design characteristics are identified and discussed. Finally, I present implications for future research and instructional design. This paper contributes to the field of mobile learning by providing researchers more precise ways to identify and describe the characteristics of mobile learning environments, as well as describe the attributes of successful mobile learners.

An Augmented Reality-Based Learning Approach to Enhancing Students' Science Reading Performances from the Perspective of the Cognitive Load Theory.

Abstract: Reading has been regarded as a medium for learning science, revealing the importance of enhancing learners' reading competence in science education. The critical features of science texts are their multiple representations, such as text and visual elements, which assist the representation of science concepts. A multimedia learning environment can present relevant materials in various formats and help students to process the materials in meaningful ways, for example, by integrating learning materials with relevant prior concepts, and organizing them into a consistent and coherent cognitive structure. However, some issues with multimedia instructional design have been proposed, such as students' cognitive load and learning motivations. In this study, an augmented reality‐based science learning system was developed based on the contiguity principle of multimedia learning in order to promote students' science learning. Moreover, an experiment was conducted on a natural science course in an elementary school to assess the effectiveness of the implemented system on students' learning. The experimental results display that the students learning with this approach found made significant gains in their learning achievements and motivations compared to those learning science with conventional multimedia science learning; moreover, their perceptions of extraneous cognitive load were significantly reduced during the learning activity. [ABSTRACT FROM AUTHOR]

Connecting Universal Design for Learning With Culturally Responsive Teaching

Abstract: Urban students are increasingly diverse in race, culture, language, and background knowledge. Educators must consider how students’ differences affect learning and align pedagogies that address thi...

Students' insights on the use of video lectures in online classes

Abstract: Video lectures (VL), considered an effective means for delivering course content and infusing teaching presence in the virtual environment, have become very popular in education. The purpose of this study was to investigate online student experiences with VL focusing on their opinion of usefulness of VL, their satisfaction with them and their perception of learning derived from them. Our findings show that students' satisfaction with VL has a strong relationship with positive overall learning experience and perception of impact of video on learning. Furthermore, VL can enhance a feeling of engagement with content because of learners' control of the media and instructors' presence. The findings also alert us on the importance of careful planning and balanced integration of VL with other course materials. This provides important information on the effectiveness of video‐lectures in college teaching and learning and implications for practice in online course design. [ABSTRACT FROM AUTHOR]

Designing educational technologies in the age of AI: A learning sciences‐driven approach

Abstract: Interdisciplinary research from the learning sciences has helped us understand a great deal about the way that humans learn, and as a result we now have an improved understanding about how best to teach and train people. This same body of research must now be used to better inform the development of Artificial Intelligence (AI) technologies for use in education and training. In this paper, we use three case studies to illustrate how learning sciences research can inform the judicious analysis, of rich, varied and multimodal data, so that it can be used to help us scaffold students and support teachers. Based on this increased understanding of how best to inform the analysis of data through the application of learning sciences research, we are better placed to design AI algorithms that can analyse rich educational data at speed. Such AI algorithms and technology can then help us to leverage faster, more nuanced and individualised scaffolding for learners. However, most commercial AI developers know little about learning sciences research, indeed they often know little about learning or teaching. We therefore argue that in order to ensure that AI technologies for use in education and training embody such judicious analysis and learn in a learning sciences informed manner, we must develop inter‐stakeholder partnerships between AI developers, educators and researchers. Here, we exemplify our approach to such partnerships through the EDUCATE Educational Technology (EdTech) programme. Practitioner NotesWhat is already known about this topic? The progress of AI Technology and learning analytics lags behind the adoption of these approaches and technologies in other fields such as medicine or finance.Data are central to the empirical work conducted in the learning sciences and to the development of machine learning Artificial Intelligence (AI).Education is full of doubts about the value that any technology can bring to the teaching and learning process.What this paper adds? We argue that the learning sciences have an important role to play in the design of educational AI, through their provision of theories that can be operationalised and advanced.Through case studies, we illustrate that the analysis of data appropriately informed by interdisciplinary learning sciences research can be used to power AI educational technology.We provide a framework for inter‐stakeholder, interdisciplinary partnerships that can help educators better understand AI, and AI developers better understand education.Implications for practice and/or policy? AI is here to stay and that it will have an increasing impact on the design of technology for use in education and training.Data, which is the power behind machine learning AI, can enable analysis that can vastly increase our understanding of when and how the teaching and learning process is progressing positively.Inter‐stakeholder, interdisciplinary partnerships must be used to make sure that AI provides some of the educational benefits its application in other areas promise us. [ABSTRACT FROM AUTHOR]

The role of WhatsApp® in medical education; a scoping review and instructional design model

Abstract: Technological advances have driven huge change in educational practices though concerns exist about a lack of evidence informing this change, in particular with social media-based medical education activities. The purpose of this study was to conduct a scoping review of WhatsApp use in medical education, narratively describing how it has been used and evaluated, and the theoretical considerations in relevant articles. A modified 5-stage scoping review model was used. We performed 2 searches from February 2009 to February 2019 in EBSCO, SCOPUS, Web of Science, EMBASE, Medline PubMed and Google Scholar) using the term “WhatsApp” in all search fields. A 3-stage process for study selection was performed. Only original articles in English presenting original data about WhatsApp in medical education were included. The Kirkpatrick model of training evaluation was used to describe learning outcomes in included studies. Twenty-three articles were selected for review. Three strategies for WhatsApp use were apparent; primarily educational use with a pre-defined curriculum (n = 5), primarily educational use without a curriculum (n = 11), and primarily non-educational use (n = 7). Most of the educational studies used an online moderator and were in a local hospital or university department. Studies not primarily educational were national or international and seldom included an online moderator. All 5 studies with a pre-defined curriculum reported Kirkpatrick level 2 learner knowledge outcomes. A majority of the remaining studies only reported Kirkpatrick level 1 learner attitudes. Seven studies with 647 participants reported an improvement in learners’ knowledge following WhatsApp learning, though methodological weaknesses were apparent. Evidence for underlying learning theory considerations were scant throughout the studies. WhatsApp is popular and convenient in medical education. Current published literature suggests it may also be effective as a medical learning tool. By combining the 3 strategies for WhatsApp use and the exploration-enactment-assessment integrated learning design framework, we propose an instant messenger design model for medical education. This may address the need for theory-driven instructional design in social media learning. Further research would clarify the role of WhatsApp and our design model in this area.

Challenges Faced by Adult Learners in Online Distance Education: A Literature Review

Abstract: Although online distance education provides adult learners with an opportunity for life-long learning, there are still factors challenging them to engage in educational processes. The purpose of this study is to explore the challenges faced by adult learners in online distance education through the analysis of the relevant literature. The articles (N=36) published in the key journals in the fields of open and distance education, instructional technology, and adult education were reviewed and analyzed through constant comparative analysis in the current study. The findings reveal that adult learners have challenges related to internal, external, and program-related factors indicating the interrelated nature of these challenges. The findings also show that the challenges experienced by adult learners vary depending on their age, gender, knowledge and skills as well as the context in which they study. The findings of this study, which has an exploratory nature, have several implications for distance education stakeholders such as administrators, instructors, instructional designers, and policy makers.

Predictive power of regularity of pre-class activities in a flipped classroom

Abstract: Flipped classroom (FC) is an active learning design requiring students to complete assigned pre-class learning activities in preparation for face-to-face sessions. Students' timely, regular, and productive engagement with the pre-class activities is considered critical for the success of the overall FC design, as these activities serve to prepare students for effective participation in face-to-face sessions. However, there is limited empirical evidence on the strength of association between students' regularity of engagement with the pre-class activities and their learning performance in a FC course. Hence, the current study uses learning trace data from three consecutive offerings of a FC course to examine students' regularity of pre-class learning activities and its association with the students' course performance. In particular, the study derives several indicators of regularity from the trace data, including indicators related to time management and those reflecting regularity in the pattern of engagement with pre-class learning activities. The association with course performance is examined by building predictive regression models with the defined indicators as features. To examine the relevance of incorporating the specificities of the instructional design in predictive models, we designed and compared two kinds of indicators: generic (i.e. course-design-agnostic) and course-design-specific indicators. The study identified several indicators of regularity of pre-class activities as significant predictors of course performance. It also demonstrated that predictive models with only generic indicators were able to explain only a small portion of the overall variability in the students' course performance, and were significantly outperformed by models that incorporated coursespecific indicators. Finally, the study findings point to the importance of assisting students in regulating their use of learning resources during class preparation activities in a FC.

A study of students’ sense of learning community in online environments

Abstract: This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the effectiveness of online learning environments. Next, a recent study of 2314 online students across thirty-two college campuses is presented. This study reports on learners’ sense of community and it is concluded through factor and regression analysis that elements of the Community of Inquiry model —specifically learners’ recognition of effective “directed facilitation” and effective instructional design and organization on the part of their instructor contributes to their sense of shared purpose, trust, connectedness, and learning—core elements of a community of learners. Gender also appears to play a small role in students’ sense of learning community with female students reporting higher levels than their male classmates. Implications for online learning environments design are discussed.

Older, online and first: Recommendations for retention and success

Abstract: The university student population in Australia contains increasing numbers of older students returning to learning after a significant gap in their educational journey. Many are choosing to enrol online to combine their studies with other time-consuming responsibilities. This article examines the nature of this online student experience with a focus on those aged 25 and over who are the first in their families to embark on university studies. Drawing on interviews conducted with both staff and students operating in this virtual space, as well as other related research and literature, this article offers recommendations to higher education institutions and educators on ways to improve retention and ongoing participation of this cohort.

Online communication and interaction in distance higher education: A framework study of good practice

Abstract: Distance education requires an instructional design approach that can lead to educational transformation. This is characterised by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.

Development of an Instructional Design Model for Mobile Blended Learning in Higher Education

Abstract: The development of information and communication technology has brought a surprise and revolutionary challenge to the idea and practice of traditional education. Mobile internet technology has become the main promoter and accelerator to apply the concept of mobile learning. Mobile technology offers new opportunities to integrate face-to-face learning and online learning methods. We see a tendency to use blended learning scenarios by combining various forms of learning and integrating a variety of ways to access content using mobile technology. The objective of this study is to develop a mobile blended learning design that can systematically guide the instructor or lecturer in the lecturing processes. By combining the ideas of mobile learning and blended learning, mobile blended learning design has been developed. Implementing research and development (RD therefore, it effectively increases the popularity of mobile blended learning

Technology-enhanced learning in higher education: How to enhance student engagement through blended learning

Abstract: Este articulo se encuentra disponible en la pagina web de la revista en la siguiente URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12330

Development and evaluation of a framework for creating web-based learning modules: a pedagogical and systems perspective

Abstract: Educational content on the Internet is rapidly increasing. Educational institutions and businesses are placing more course material online to supplement classroom and business training situations. Prior researchers have reported that this new web-based training technology (which has its foundation in computer-based training) has not integrated sound pedagogical practices into the authoring process when developing new tutorials. This research merges theories from the instructional design and web-based design researchers in a framework for more effective webbased tutorials. To test the effectiveness of this model, a prototype computer system is developed. This system named WeBTAS (Web-Based Tutoring Authoring System) is reviewed by two different panels of educators. These panels report that the prototype system does promote five different learning principles as part of the authoring process. In addition the system was implemented on a pilot test basis and its initial observations are that it produces an average of 15% more learning content in the same development time as conventional authoring tools.

Facilitating Diagnostic Competences in Simulations in Higher Education: A Framework and a Research Agenda

Abstract: Diagnosis is a prerequisite for successful professional problem-solving: A physician identifies an appropriate treatment based on a diagnosis of the patient’s disease, and a teacher selects an appropriate learning task based on an assessment of the student’s prior knowledge. Education in academic professions such as medicine or teaching is often focuses on the acquisition of conceptual knowledge from lectures and books; opportunities for students to engage in practical diagnostic situations are typically rare. However, applying such conceptual knowledge in diagnostic activities is regarded as necessary for developing diagnostic competences. In this article, we focus on simulations in which students can actively engage in practicing diagnostic activities concerning cases from professional practice. We review and link research perspectives on diagnostic competences, their components and their development. This is partly done by exploring the commonalities and differences in research on diagnostic competences in medicine and teaching. Then, we present approaches to simulation, followed by different types of instructional support in such simulations. In particular, we focus on different forms of scaffolding during problem-solving, and on the possibly complementary roles of expository forms of instruction in these kinds of environments. Building on the perspectives reviewed, we propose a framework for fostering diagnostic competences in simulations in higher education and outline an interdisciplinary research approach concerning the instructional design of such simulations.

A theory of instruction for introductory programming skills

Abstract: Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.Objective: We proposed a theory which identifies four dis...

Analytics for Learning Design: A Layered Framework and Tools.

Abstract: The field of learning design studies how to support teachers in devising suitable activities for their students to learn. The field of learning analytics explores how data about students' interactions can be used to increase the understanding of learning experiences. Despite its clear synergy, there is only limited and fragmented work exploring the active role that data analytics can play in supporting design for learning. This paper builds on previous research to propose a framework (analytics layers for learning design) that articulates three layers of data analytics—learning analytics, design analytics and community analytics—to support informed decision‐making in learning design. Additionally, a set of tools and experiences are described to illustrate how the different data analytics perspectives proposed by the framework can support learning design processes. [ABSTRACT FROM AUTHOR]

Educational Technology: A Primer for the 21st Century

Abstract: Section 1 Introduction and overview -- Introduction to educational technology -- Introduction to learning in context of existing and emerging technologies -- Foundations, evolution and developments in educational technology -- Section 2 Perspectives -- Typologies and key approaches to educational technology -- Systems' perspectives of educational technology -- Users' Perspectives of educational technology -- Learner Experiences and Perspectives of Educational Technology -- Section 3 -- Design, implementation and evaluation -- Design requirements -- Design process and development lifecycles -- Instructional design and development -- Evaluation models, approaches and practices -- Section 4 Emerging technologies and advance applications -- Critical Issues in educational technology -- Emerging Issues in educational technology.

The Influence of Instructional Design on Learner Control, Sense of Achievement, and Perceived Effectiveness in a Supersize MOOC Course

Abstract: Responding to the lack of empirical studies on the effects of instructional design components on MOOCs, this study explores which instructional design components (e.g., course content, transactional interaction between student and content, structure/organization, assessment) influence learner control, sense of progress in the achievement of learning goals (sense of progress), and perceived effectiveness in a large-scale MOOC course called “Learning How to Learn” hosted in Coursera, a MOOC learning platform. Using an online survey distributed to learners who registered for the current Coursera English-language version of the course, we collected 1364 responses. Three separate hierarchical regression analyses revealed that all course design factors, transactional interaction between student and content ( β = . 111 , p 0.01; β = . 117 , p .01), structure ( β = . 432 , p 0.001; β = . 281 , p .001), and assessment ( β = . 108 , p 0.01; β = . 102 , p .05) were significant predictors of learner control and sense of progress. For perceived effectiveness, only transactional interaction ( β = . 073 , p 0.05) and structure ( β = . 416 , p 0.001) were significant while assessment was not statistically significant ( β = . 030 , p = . 373 ). These findings provided empirical evidence that instructional components are critical predictors of student learning in MOOCs, which have been conceptualized as important factors in prior studies. Future research should focus on identifying effective and efficient ways to facilitate assessments as part of the learning process while accommodating personalized learning needs. Interpretations of the findings, discussions, and limitations are also addressed in this paper.