scholarly journals Instructional Design and Practice on Micro-Teaching of UG Mould Parts Digital Machining Course

2017 ◽  
Vol 06 (01) ◽  
pp. 34-38
Author(s):  
芸丹 任
Keyword(s):  
Instructional Design ◽  
Design And Practice ◽  
Digital Machining

scholarly journals Design and implementation of a videoconferencing-embedded flipped classroom (VEFC) in college-level EFL

2016 ◽  
Vol 46 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Ju Seong (John) Lee ◽  
Yuji Nakamura ◽  
Randall Sadler
Keyword(s):  
Instructional Design ◽  
Flipped Classroom ◽  
College Level ◽  
Teaching English ◽  
Group Presentation ◽  
Reflective Journals ◽  
Design And Implementation ◽  
Design And Practice ◽  
International English

This paper aims to describe the videoconferencing-embedded flipped classroom (VEFC) as a viable instructional design and practice to overcome the present challenge of Teaching English as an International English (TEIL) in Japan’s traditional EFL classroom. It will also discuss the effects and implications as a consequence of implementing this VEFC pedagogy in the classroom. Specifically, this paper will describe the four stages of VEFC: 1) out-of-class asynchronous task “connect with ELT scholars”; 2) in-class synchronous task “interact with ELT scholars”; 3) out-of-class asynchronous task “engage in reflective journals”; and 4) in-class synchronous task “collaborate to make a group presentation.” VEFC can be an effective pedagogical choice that teachers can adopt to prepare their students to become competent English users in other EFL contexts.

scholarly journals A framework for designing and improving learning environments fostering creativity

2007 ◽  
Vol 11 (spe) ◽  
pp. 59-69 ◽  
Author(s):  
Norio Ishii ◽  
Yuri Suzuki ◽  
Hironobu Fujiyoshi ◽  
Takashi Fujii ◽  
Masanori Kozawa
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Idea Generation ◽  
Objective Evaluation ◽  
Activity Data ◽  
Fostering Creativity ◽  
Cognitive Activities ◽  
Evaluation Of Learning ◽  
Design And Practice ◽  
Academic Year

This paper proposes a framework for designing and improving learning environment for creativity in engineering. The framework consists of the following three components: instructional design based on knowledge from psychology, development of systems for supporting creative activities, and objective evaluation of learning results related to creativity. Based on that framework, we design and practice course based in the programation of a robot at a Japan University in the 2004 academic year. As a result, we confirm the following two advantages of our framework: learners' idea generation skills were improved and their meta-cognitive activities were also activated. In the 2005 academic year, we improve the course based on 2004 results. As a result, we confirm that the number of uploads of activity data from students have increased in the 2005 course, students' reflection sheets have become more detailed, and their volume of information have also increased.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

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