أثر اختلاف نمط الاستقصاء في بيئة التعلم الإلكتروني على تنمية مهارات التصميم التعليمي لدى طالبات الدراسات العليا = Effect of Inquiry Patterns in E-Learning Environment on Developing Instructional Design Skills for Female Postgraduate Students

2018 ◽  
Vol N.A. (13 Part 1) ◽  
pp. 121-220
Author(s):  
أمل عبد الله عثمان زومة الغامدي
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Postgraduate Students ◽  
E Learning ◽  
Design Skills

The Cultural Adaptation of E-Learning

2011 ◽  
pp. 308-325 ◽  
Author(s):  
Andrea L. Edmundson
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Cultural Analysis ◽  
Instructional Designer ◽  
Course Content ◽  
Instructional Methodologies ◽  
Cultural Preferences ◽  
E Learning ◽  
Design Skills

Culturally appropriate instructional design requires the integration of instructional design skills with intercultural knowledge. In e-learning, as in classroom-based courses, courses that accommodate the learning styles and cultural preferences of the targeted learners will offer the best—and fastest—learning outcomes. In this chapter, the author illustrates how to modify an existing e-learning course—or design one ‘from scratch’—that aligns the course content, the instructional methodologies (including activities and assessments) and the technology to the needs and environment of learners in other countries. The ‘smart’ instructional designer conducts a cultural analysis and makes validated changes to e-learning courses, before they are sent for translation, localization, or final production.

Theories and Principles for E-Learning Practices with Instructional Design

2009 ◽  
pp. 750-758
Author(s):  
Maria Ranieri
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Learning Experiences ◽  
Instructional Approach ◽  
Face To Face ◽  
Learning Practices ◽  
E Learning

E-learning has become an area of increasing interest for academics, consultants, and practitioners. Notwithstanding, it seems that in current experiences the instructional dimension is often overlooked. Many elearning courses are content-oriented and the attention is often put on the technological dimension. We believe that a fruitful contribution in order to overcome the gap between technology and pedagogy and promote a more sensible instructional approach to e-learning, can be derived from instructional design (ID). ID is an ever growing field of research (Dijkstra, Seel, Schott, & Tennyson, 1997; Gagné & Briggs, 1990; Merrill, 2001; Reigeluth, 1989; Savery & Duffy, 1995; Wilson & Cole, 1991). Its results have a transversal value with respects to the specific delivery supports adopted in the learning environment. Whether we are dealing with online or face-to-face education, useful criteria from ID can be outlined for designing effective, efficient, and appealing learning experiences.

scholarly journals UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING

2016 ◽  
Vol 1 (100) ◽  
pp. 2-9 ◽  
Author(s):  
Audronė Dumčienė ◽  
Tomas Saulius ◽  
Audrius Čapskas
Keyword(s):  
Learning Environment ◽  
University Students ◽  
Blended Learning ◽  
Female Students ◽  
Full Time ◽  
Traditional Methods ◽  
Postgraduate Students ◽  
Study Results ◽  
E Learning ◽  
Students Attitudes

Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

scholarly journals Postgraduate students' knowledge construction during asynchronous computer conferences in a blended learning environment: A Malaysian experience

2008 ◽  
Vol 24 (1) ◽  
Author(s):  
Kian-Sam Hong ◽  
Julia Ai Cheng Lee
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Human Resource Development ◽  
Knowledge Construction ◽  
Computer Conferencing ◽  
Learning System ◽  
Postgraduate Students ◽  
Computer Conferences ◽  
E Learning ◽  
Cognition And Learning

<span>Blended learning, using e-learning tools to supplement existing on campus learning, often incorporates asynchronous computer conferencing as a means of augmenting knowledge construction among students. This case study reports findings about levels of knowledge construction amongst adult postgraduate students in six asynchronous computer conferences in a blended learning environment. The aim is to document and understand the kinds of task related postings in asynchronous computer conferencing that foster knowledge construction. The tool for analysis is an adaptation of the model by Veerman and Veldhuis-Diermanse (2001). Data were collected from</span><em>Quickplace</em><span>, the e-learning system at Universiti Malaysia Sarawak, with 22 adult postgraduate students enrolled in the Masters of Science in Human Resource Development who were attending a 14-week course on Cognition and Learning. The results showed that the students were active in constructing knowledge but limited to seeking and giving opinions among peers and knowledge telling. The prevalence of low level knowledge construction points to the need for the e-learning facilitator to encourage the students to go beyond regurgitating facts of what they have learned. More guidance should be given to the students to refrain from mere knowledge telling. Results suggest that there are blended learning benefits for these students as they are given improved opportunities to learn outside the classroom.</span>

Theories and Principles for E-Learning Practices with Instructional Design

2011 ◽  
pp. 1504-1513
Author(s):  
Maria Ranieri
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Learning Experiences ◽  
Instructional Approach ◽  
Face To Face ◽  
Learning Practices ◽  
E Learning

E-learning has become an area of increasing interest for academics, consultants, and practitioners. Notwithstanding, it seems that in current experiences the instructional dimension is often overlooked. Many elearning courses are content-oriented and the attention is often put on the technological dimension. We believe that a fruitful contribution in order to overcome the gap between technology and pedagogy and promote a more sensible instructional approach to e-learning, can be derived from instructional design (ID). ID is an ever growing field of research (Dijkstra, Seel, Schott, & Tennyson, 1997; Gagné & Briggs, 1990; Merrill, 2001; Reigeluth, 1989; Savery & Duffy, 1995; Wilson & Cole, 1991). Its results have a transversal value with respects to the specific delivery supports adopted in the learning environment. Whether we are dealing with online or face-to-face education, useful criteria from ID can be outlined for designing effective, efficient, and appealing learning experiences.

scholarly journals Design and evaluation of a Facebook game for self-directed e-learning

2016 ◽  
pp. 464-480
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Social Networking ◽  
Path Analysis ◽  
Learning Environments ◽  
Future Development ◽  
User Satisfaction ◽  
Social Networking Sites ◽  
E Learning ◽  
Practical Implications

Social networking sites (SNSs) such as Facebook have a potential to become a valuable learning environment. Facebook games with appropriate instructional design may provide players with better learning experiences and outcomes. Using an effective educational Facebook game, we aimed to explore the educational effects of Facebook games as self-directed e-learning environments. We tested our hypotheses on a sample of 73 undergraduates (42 females). The participants completed the Facebook game and self-administered questionnaires over a 3-week period. Path analysis demonstrated that Internet self-efficacy, usability, and fun positively affected perceived learning effectiveness and user satisfaction in a Facebook learning environment. We discussed the research and practical implications of these findings for the future development of self-directed e-learning on SNS.

scholarly journals Examining the Effectiveness of Using Adaptive AI-Enabled e-Learning during the Pandemic of COVID-19

2021 ◽  
Vol 2021 ◽  
pp. 1-14
Author(s):  
Sayed S. Younes
Keyword(s):  
Learning Environment ◽  
Learning Style ◽  
Achievement Test ◽  
Digital Content ◽  
Creative Design ◽  
Global Learning ◽  
Significant Difference ◽  
E Learning ◽  
Practical Performance ◽  
Design Skills

This study aimed to identify the effect of using adaptive AI-enabled e-learning on developing digital content creative design skills among postgraduate students. The research tools included an achievement test and an observation checklist for rating the practical performance. Research results concluded that, regardless of learning styles, the proposed adaptive e-learning environment had a positive effect on developing both cognitive achievement and practical performance of digital content creative design skills. The results also indicated that there is a significant difference at the 0.01 level between the mean scores of the first experimental group’s students using the global learning style-based adaptive e-learning environment and the second experimental group’s students using the sequential learning style-based adaptive AI-enabled e-learning environment in the achievement test and observation checklist after measurement of digital content creative design skills in favor of the second experimental group’s students. The study provided a number of suggestions and recommendations for making the utmost use of various design layouts of adaptive AI-enabled e-learning environments in developing different cognitive and performance aspects of learning as well as taking full advantage of digital content creative design skills mastery in producing a plethora of advanced electronic educational applications in the foreseeable future.

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