scholarly journals Applying MOOCocracy learning culture themes to improve digital course design and online learner engagement

2021 ◽  
Author(s):  
Babatunde Akinkuolie ◽  
Mitchell Shortt
Keyword(s):  
Course Design ◽  
Learning Culture ◽  
Learner Engagement

A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

2018 ◽  
pp. 19-49
Author(s):  
Henry Gillow-Wiles ◽  
Margaret L. Niess
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Course Design ◽  
Mathematics Teacher Education ◽  
Past Research ◽  
Learner Engagement ◽  
Education Professional Development ◽  
Reconstructed Model

Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed conception of learner engagement for online environments consisting of: engagement with community; engagement with technology; engagement with mathematics content; and an amalgam of all three. This descriptive, cross-case study combines current literature with the authors' past research to develop characterizations of these components of online learner engagement. This reconstructed model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage in a unit of instruction, and framing the course design and instructional strategy choices that support learner engagement.

Learner engagement

2019 ◽  
Vol 33 (1) ◽  
pp. 31-33 ◽  
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Design Methodology ◽  
Reading Time ◽  
Course Design ◽  
Learner Engagement ◽  
Content Type ◽  
Pertinent Information ◽  
The Relationship ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings This paper investigates how engagement benefits learning, and the relationship between the content, the learner, and the instructor; with a focus on online learning and instructional design. Learners are responsible for their learning, but the instructors’ role is essential in enhancing engagement and thus learning via effective teaching and course design. Practical implications The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Deconstructing Candy Crush: what instructional design can learn from game design

2015 ◽  
Vol 32 (3) ◽  
pp. 150-164 ◽  
Author(s):  
Evangeline Marlos Varonis ◽  
Maria Evangeline Varonis
Keyword(s):  
Learning Outcomes ◽  
Game Design ◽  
Course Design ◽  
Universal Design For Learning ◽  
Participant Observation ◽  
Design Strategies ◽  
Social Design ◽  
Learner Engagement ◽  
Content Type ◽  
Design For Learning

Purpose – The purpose of this paper is to explore four general design features of King Digital Entertainment’s game “Candy Crush Saga” – structural, social, cognitive, and emotional – that reflect the principles of Universal Design for Learning and discusses how these features can be applied to course design in order to motivate learner persistence and increase student success. Design/methodology/approach – Both authors are casual Candy Crush game players intrigued by how the game motivates users to continue. The methodology began with participant observation and expanded to “deconstruction” of game features and application of research findings in multiple disciplines to build the argument that game design strategies can be applied to course design to enhance learning outcomes. Findings – Many factors influence game play, but it is crucial for each level to provide increasing challenges that motivate increased mastery but do not frustrate a player to the point of quitting. Similarly, course design that provides the opportunity for learners to achieve a sense of “flow” through the opportunity to identify goals, meet challenges, and receive feedback may encourage them to persist even when they are working autonomously as in some online environments. Research limitations/implications – This paper is based on an analysis of the design of a single game and has not been formally tested on course design. Some suggestions may be easier to implement in courses than others. Practical implications – The paper offers 14 structural, three social, four cognitive, and six social design strategies that can be implemented in course design as a way to potentially enhance learner engagement and learning outcomes. Originality/value – No published research exists that connects game design and course design in this fashion.

Learner as Bobsled Operator: The Physics of Learner Engagement

2003 ◽  
Vol 31 (3) ◽  
pp. 291-305 ◽  
Author(s):  
Ward Mitchell Cates ◽  
M. J. Bishop
Keyword(s):  
Course Design ◽  
Instructional Software ◽  
Learner Engagement ◽  
Good Practices ◽  
Adventure Games ◽  
Energy Physics

One need not visit many classes to discover some students not sufficiently energized to do the work necessary to learn. Many of these same students, however, immerse themselves in complex computerized mystery/adventure games, becoming so engaged by the experience they lose track of time. Designers invest much of their energy in trying to figure out how to make instructional software comparably engaging. This article explores learner motivation's role by considering engagement through the lens of energy physics; in this case, as exemplified by bobsledding. Principles of good bobsled course design are matched to good practices in designing instructional software.

A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

2016 ◽  
pp. 577-607
Author(s):  
Henry Gillow-Wiles ◽  
Margaret L. Niess
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Course Design ◽  
Mathematics Teacher Education ◽  
Past Research ◽  
Learner Engagement ◽  
Education Professional Development ◽  
Reconstructed Model

Teaching and learning in a technology rich digital context challenge established thinking about student engagement in their learning. This chapter presents a reconstructed conception of learner engagement for online environments consisting of: engagement with community; engagement with technology; engagement with mathematics content; and an amalgam of all three. This descriptive, cross-case study combines current literature with the authors' past research to develop characterizations of these components of online learner engagement. This reconstructed model of learner engagement is the focus of the study, providing: 1) a vocabulary for developing a narrative describing how teachers as students think and learn with technology in an online environment and 2) a framework for mathematics teacher education professional development. Results indicate that this model supports teacher educators in both describing and evaluating how teachers as learners engage in a unit of instruction, and framing the course design and instructional strategy choices that support learner engagement.

Project First: A Case Study in Mechatronics Course Design

2008 ◽  
Author(s):  
Jonathan P. Fiene ◽  
Mark Yim
Keyword(s):  
Course Design ◽  
Solution Space ◽  
Learning Culture ◽  
Peer Assisted Learning ◽  
The Core ◽  
Strong Emphasis ◽  
General Rules ◽  
Significant Effort ◽  
Mobile Base

In many project-based mechatronic courses, the project is either a tangential part of the course or a kit is given to the students (e.g. parts of a mobile base for a robot) which they then assemble and modify as necessary. In contrast to these typical approaches, we present the design of a mechatronics course wherein the semester project pre-determines the various lab activities, which then define the ordering and content of the classroom lectures. As such, the project is the core focus of the course, and the supplied components are kept to a minimum in order to maximize the solution space and student creativity. Putting such a strong emphasis on the project requires that significant effort is invested early to select a suitable project for the semester, but once that choice is made, the remainder of the content essentially fills in automatically. In addition to the case study, we present more general rules and context which can be helpful in choosing a project and fostering a strong peer-assisted learning culture.

scholarly journals Gamifying History: Designing and Implementing a Game-Based Learning Course Design Framework

2021 ◽  
Vol 9 (1) ◽  
pp. 99-116
Author(s):  
Kyle W. Scholz ◽  
Jolanta N. Komornicka ◽  
Andrew Moore
Keyword(s):  
Mixed Methods ◽  
Extrinsic Motivation ◽  
Course Design ◽  
Design Framework ◽  
Game Based Learning ◽  
Learner Engagement ◽  
The University

This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; team-based collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design for—and subsequently taught in—a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile.

scholarly journals RICH ENVIRONMENTS FOR ACTIVE OPEN DISTANCE LEARNING: LOOKS GOOD IN THEORY BUT IS IT REALLY WHAT LEARNERS WANT

2015 ◽  
Vol 37 (2) ◽  
pp. 79-100
Author(s):  
D R Queiros ◽  
M R De Villiers ◽  
C Van Zyl ◽  
N Conradie ◽  
L Van Zyl
Keyword(s):  
Distance Learning ◽  
Course Design ◽  
Descriptive Statistics ◽  
Learning Activities ◽  
Learning Material ◽  
Exploratory Research ◽  
Learner Engagement ◽  
Study Guides ◽  
Tourism Management ◽  
Distance Learning Environment

In the open distance learning environment, efforts are made to engage students and provide rich environments for active learning (REALs). This article describes exploratory research undertaken on a fourth-year Tourism Management module. The research investigated two different study guides for different years – 2012 students using an innovative guide with learner engagement tools designed in line with current learning theory, to achieve a REAL; and 2011 learners using a traditional study guide with far fewer engagement tools. The two consecutive cohorts completed a quantitative survey designed from theory on learner engagement, motivation and interactivity. The survey investigated learners’ experiences of the implementation of four constructs, namely course design; engagement; learning activities; and the integrated construct of relevance, application, bonding and ownership. Data analysis was conducted using descriptive statistics, non-parametric correlations and cross-tabulations. Results suggest that this REAL does aid learning but not to the extent anticipated, and that it may be too rich. In light of the greater debate regarding the design of ODL material to maximise learning, recommendations are made to discerningly regulate the richness and depth of learning material, avoid overload of isolated learners, and gradually introduce REALs.

scholarly journals Bend me, stretch me: connecting learning design to choice

2020 ◽  
Author(s):  
Carmen Vallis ◽  
Courtney Shalavin
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Learning Environments ◽  
Course Design ◽  
Interactive Learning ◽  
Learning Approaches ◽  
Learner Engagement ◽  
Online Learning Environments ◽  
Educational Design ◽  
Business Context

Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced distance and online learning environments is a growing area of research. However, learning is increasingly developed and delivered via the institutional LMS where the design and sequencing of content is linear and has an inherent directional flow. Learner choice in navigation and activity in online learning environments may also impact learner engagement but there is less research on these factors. In this research project, we evaluate the redesign and prototype of one week of a first-year business subject that offers learner choice in navigating the online environment and choice of activity. Insights into the innovative educational design and implementation of non-linear and interactive learning are presented within an Australian higher education business context, where flexibility and choice emerge as key design affordances.

scholarly journals The Positive Impact of Deliberate Writing Course Design on Student Learning Experience and Performance

2020 ◽  
Vol 7 (3) ◽  
pp. 48-63
Author(s):  
Alia Lancaster ◽  
Scott Moses ◽  
Martyn Clark ◽  
Megan C. Masters
Keyword(s):  
Course Design ◽  
Positive Impact ◽  
Learning Experience ◽  
System Level ◽  
Interaction Patterns ◽  
Learner Engagement ◽  
Design Decisions ◽  
Final Grade ◽  
Final Grades ◽  
Course Outcomes

Learning management systems (LMSs) are ubiquitous components of the academic technology experience for learners across a wide variety of instructional contexts. Learners’ interactions within an LMS are often contingent upon how instructors architect a module, course, or program of study. Patterns related to these learner interactions, often referred to as learning analytics implementation (LAI), can be represented by combining system-level LMS data with course-level design decisions to inform more granular insights into learner behaviour. The purpose of this paper is to use the LAI framework, specifically the principles of coordination and comparison (Wise & Vytasek, 2017), to examine how learner interaction patterns associated with LMS-use variables correspond to deliberate learning design decisions and course outcomes for a group of courses in the same undergraduate writing program. Visualizations of learner activity exhibited similar patterns of learner engagement across courses, corroborating the observation that design decisions heavily influence learner behaviour. Predictive analyses demonstrated strong influence of LMS use on final grades while accounting for course instructor. That is, while page views were not related to final grade, the length of discussion entries was often predictive. These results suggest that students who practised writing more — the main learning objective of this course — had higher final grades, regardless of variations in instructor and semester.

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