scholarly journals The instructional theory framework appears lost. Isn’t it time we find it again?

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Charles M. Reigeluth ◽  
Peter Honebein
Keyword(s):  
Instructional Design ◽  
Design Theory ◽  
Learning Experience ◽  
Learning Experiences ◽  
Diffusion Barriers ◽  
Digital Learning ◽  
Instructional Theory ◽  
Iron Triangle ◽  
Conducting Research ◽  
Theory Framework

La mayoría de los investigadores que diseñan experiencias innovadoras de aprendizaje digital y luego realizan investigaciones que investigan la utilidad de esas experiencias de aprendizaje, no aplican completamente la teoría de la instrucción (Reigeluth, 1983, 1999; Reigeluth y Carr-Chellman, 2009a) como la base de sus diseños y El foco de su investigación. Esta elección impacta negativamente el juicio de diseño de los investigadores (Boling, et al.2017) y su credibilidad como garantes del diseño (Stolterman y Nelson, 2000). Esto finalmente conduce a barreras de difusión cuando se difunden sus innovaciones de aprendizaje digital. El propósito de este documento es ayudar a los investigadores y diseñadores de experiencias de aprendizaje a superar estas barreras de difusión al adoptar la teoría de la instrucción como base para sus diseños y utilizar seis principios para realizar investigaciones alineadas con la teoría de la instrucción: 1) Conocer los sistemas complejos cualitativamente, 2) Valor los fundamentos del diseño del tratamiento, 3) Practique una consideración imparcial de los métodos de instrucción, 4) Respete el triángulo de hierro del diseño de instrucción, 5) Distinga entre métodos y medios, y 6) Conozca su teoría de diseño de instrucción personal. Most researchers who design innovative digital learning experiences, and then conduct research that investigates the usefulness of those learning experiences, fail to fully apply instructional theory (Reigeluth, 1983, 1999; Reigeluth & Carr-Chellman, 2009a) as the foundation of their designs and the focus of their research. This choice negatively impacts researchers’ design judgment (Boling, et al. 2017) and their credibility as the guarantor of design (Stolterman & Nelson, 2000). This ultimately leads to diffusion barriers when disseminating their digital learning innovations. The purpose of this paper is to help researchers and learning-experience designers overcome these diffusion barriers by embracing instructional theory as the foundation for their designs and using six principles for conducting research aligned with instructional theory: 1) Know complex systems qualitatively, 2) Value the treatment design fundamentals, 3) Practice unbiased consideration of instructional methods, 4) Respect the instructional design iron triangle, 5) Differentiate between methods and media, and 6) Know your personal instructional design theory.

GeoForge: investigating integrated virtual reality and personalized websites for collaboration in middle school science

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Corinne Brenner ◽  
Kayla DesPortes ◽  
Jessica Ochoa Hendrix ◽  
Mandë Holford
Keyword(s):  
Middle School ◽  
Virtual Reality ◽  
Instructional Design ◽  
Learning Experience ◽  
School Science ◽  
Planetary Science ◽  
Science Lesson ◽  
Digital Learning ◽  
Teacher Interviews ◽  
Content Type

Purpose This paper aims to describe the design and user testing of GeoForge, a multiple-player digital learning experience for middle school that leverages virtual reality (VR) and individualized websites for learning concepts in planetary science. This paper investigates how specific instructional design choices and features of the technology fostered collaborative behaviors. Design/methodology/approach GeoForge was implemented in 3 middle school classrooms with a total of 220 students. Learners used GeoForge in class in groups of 3–4 to learn about planetary science. A mixed-methods approach examined collaboration using classroom observations, teacher interviews, student surveys and student artifacts. Using Jeong and Hmelo-Silver’s (2016) seven affordances of technology for collaborative learning, this paper identifies ways in which features of GeoForge supported collaborative behaviors. Findings Instructional design which combined VR and the digital science journal (DSJ) helped foster collaboration. Some collaborative behaviors were especially notable in classrooms that did not regularly practice these skills. Segmenting tasks in the DSJ, clarifying instructions to articulate ideas, showing other group members’ responses onscreen and enabling multiuser VR environments contributed to collaborative behaviors and a satisfying learning experience as observed and documented through multiple methods. Originality/value GeoForge successfully integrated VR and personalized websites in a classroom planetary science lesson, an approach which balanced instructional design and logistical challenges while creating opportunities for collaboration.

Learner-Centered Course Design

2012 ◽  
pp. 545-556
Author(s):  
Karen Weller Swanson
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Self Awareness ◽  
Learner Centered ◽  
Individual Choices ◽  
Over Time ◽  
Learner Centered Pedagogy

A learner-centered instructional design is far more complex than providing riveting discussions or choices within the syllabus. A learner-centered focus demands a developmental understanding of how students transform into adults capable of making individual choices, managing multi-dimensional relationships and creating self-awareness to sustain growth over time. This chapter will address transformation (Mezirow, 2000), learner-centered pedagogy (Weimer, 2002), the demands of the millennial student, and the use of significant learning experiences (Fink, 2003) which incorporates both teaching and learning experience.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

A Proposed Multimedia Cone of Abstraction: Updating a Classic Instructional Design Theory

2013 ◽  
Vol 9 (4) ◽  
pp. 15-24 ◽  
Author(s):  
Charles E. Baukal ◽  
◽  
Floyd B. Ausburn ◽  
Lynna J. Ausburn ◽  
◽  
...  
Keyword(s):  
Instructional Design ◽  
Design Theory ◽  
Instructional Design Theory

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Improving Learner-Computer Interaction through Intelligent Learning Material Delivery Using Instructional Design Modeling

Entropy ◽  
2021 ◽  
Vol 23 (6) ◽  
pp. 668
Author(s):  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Instructional Design ◽  
Adaptive Learning ◽  
Educational Software ◽  
Learning Experience ◽  
Learning Material ◽  
Java Programming ◽  
Undergraduate University Students ◽  
Intelligent Tools ◽  
Content Based Filtering ◽  
Computer Interaction

This paper describes an innovative and sophisticated approach for improving learner-computer interaction in the tutoring of Java programming through the delivery of adequate learning material to learners. To achieve this, an instructional theory and intelligent techniques are combined, namely the Component Display Theory along with content-based filtering and multiple-criteria decision analysis, with the intention of providing personalized learning material and thus, improving student interaction. Until now, the majority of the research efforts mainly focus on adapting the presentation of learning material based on students’ characteristics. As such, there is free space for researching issues like delivering the appropriate type of learning material, in order to maintain the pedagogical affordance of the educational software. The blending of instructional design theories and sophisticated techniques can offer a more personalized and adaptive learning experience to learners of computer programming. The paper presents a fully operating intelligent educational software. It merges pedagogical and technological approaches for sophisticated learning material delivery to students. Moreover, it was used by undergraduate university students to learn Java programming for a semester during the COVID-19 lockdown. The findings of the evaluation showed that the presented way for delivering the Java learning material surpassed other approaches incorporating merely instructional models or intelligent tools, in terms of satisfaction and knowledge acquisition.

Investigation of Attitudes Toward Chemistry and Learning Experiences of Pre-Service Chemistry Teachers

2021 ◽  
pp. 191-211
Author(s):  
Dwi Wahi/udiati ◽  
Hari Sutrisno ◽  
Isana Supiah YL
Keyword(s):  
Random Sampling ◽  
Learning Experience ◽  
Learning Experiences ◽  
Structured Interview ◽  
Mixed Method Research ◽  
Chemistry Teachers ◽  
Inquiry Based Learning ◽  
Interview Guide ◽  
Students Attitudes ◽  
Attitudes Toward Chemistry

The objective of this research was to investigate the level of students' attitudes toward Chemistry and Learning Experience (ATCLE). The research sample included 191 students (61 male and 130 female) from three universities; Universitas Negeri Mataram, Universitas Islam Negeri Mataram, and IK1P Mataram, Indonesia. The sample has been selected through cluster random sampling and snowballs random sampling. Mixed method research with a descriptive correlational survey model and a semi-structured interview was employed for the study. The data were collected by Chemistry Attitudes and Experiences Questionnaire (CAEQ) and an interview guide. Results showed no significant correlation in the level of attitude toward chemistry based on gender and grades. The finding also revealed that the attitude of pre-service chemistry teachers based on gender and grade were more positive towards research in chemistry than jobs related to chemistry. However, grades influenced the students learning experience, but there was no influence of gender on students learning experience. It is suggested that teachers need to develop a positive attitude toward chemistry and learning experiences of the students through inquiry-based learning practices.

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

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