Instructional Design Model Promoting Transfer Using Group Development Method of e-Learning Teaching Materials by Learners Themselves

2006 ◽  
Author(s):  
Takuya Katase ◽  
Hiroh Yamamoto ◽  
Kouichi Mutsuura ◽  
Shinjiro Oshita
Keyword(s):  
Instructional Design ◽  
Group Development ◽  
Instructional Design Model ◽  
Design Model ◽  
Teaching Materials ◽  
Development Method ◽  
E Learning

An Ontological Approach to Online Instructional Design

2011 ◽  
pp. 1771-1792
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Instructional Design Model ◽  
Design Model ◽  
Future Research ◽  
Online Instructional Design ◽  
Business Course ◽  
E Learning ◽  
Online Business

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

scholarly journals E-Learning Framework Based on Electronic Learning Management System for the staff of Health Office of Shahid Beheshti University of Medical Sciences

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Sughra Alizadeh
Keyword(s):  
Public Health ◽  
Instructional Design ◽  
Management System ◽  
Learning Management System ◽  
Educational Programs ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Sciences ◽  
Electronic Learning ◽  
E Learning

Background: The importance of using modern electronic and virtual education in medical sciences, which can be used without any time limit, is increasingly increasing. Objectives: The current study aimed to provide a framework for distance education based on the Electronic Learning Management System for the staff of the Deputy for Public Health. Methods: This study had three phases. First, the level of preparedness of the staff of the health department (trainers and learners) was assessed through a descriptive-survey using a questionnaire. In the second phase, the analysis of the educational programs that were implemented during the last year was carried out. Finally, in the third phase, to manage the e-learning process based on the selected Instructional design model, considering the newness, a structure was proposed, guaranteeing quality while taking into consideration the deputy’s current facilities and staff. Results: According to the results, 84.4% of the trainers and 87.4% of the learners were agreed with E-learning. 72.2% of trainers noted that their educational programs could be held electronically, and 84.4% of trainers and 64.4% of learners believed that moving toward E-learning is necessary. 82.6% of the goals of the curriculum were cognitive, and 92.4% were theoretical. The design of the structure of E-learning was carried out in the areas of planning, content creation, course implementation, evaluation, and electronic loading. Besides, the tasks of each area were tailored to the Instructional Design Model of Gagne and were based on the capabilities of the Deputy for Public Health. Conclusions: The present study showed that trainers and learners are ready to conduct E-learning and that educational programs also can be held electronically, and a structure that incorporates the quality and proper management of this department is designed based on the potential and personnel resources of the department.

An Ontological Approach to Online Instructional Design

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Instructional Design Model ◽  
Design Model ◽  
Future Research ◽  
Online Instructional Design ◽  
Business Course ◽  
E Learning ◽  
Online Business

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda

2020 ◽  
Vol 17 (6) ◽  
pp. 460-481
Author(s):  
June Patrick Bigirwa ◽  
Stephen Ndawula ◽  
Esther Frances Naluwemba
Keyword(s):  
Instructional Design ◽  
Data Collection ◽  
Linear Regression Analysis ◽  
Instructional Design Model ◽  
Design Model ◽  
Instructional Materials ◽  
Learning Activity ◽  
Learning Materials ◽  
Data Collection And Analysis ◽  
E Learning

E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.

scholarly journals A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Fedde Scheele ◽  
Kieran Walsh ◽  
Michiel Westerman
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Professionals ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Design Models ◽  
Digital Education ◽  
Step Model

BACKGROUND Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. OBJECTIVE Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. METHODS Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. RESULTS The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. CONCLUSIONS Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”

2020 ◽  
Author(s):  
Maria Fragkaki ◽  
Stylianos Mystakidis ◽  
Ioannis Hatzilygeroudis ◽  
Konstantinos Kovas ◽  
Zuzana Palkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Instructional Design ◽  
Instructional Design Model ◽  
Design Model
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