Social influences on student perceptions of failure in learning design processes: instructional implications

2017 ◽  
Vol 3 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Michael Tan ◽  
Shu-Shing Lee ◽  
Zhi Ying Ng
Keyword(s):  
Student Perceptions ◽  
Social Influences ◽  
Learning Design ◽  
Design Processes

scholarly journals Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Krystyna Krzyszkowska ◽  
Maria Mavrommati
Keyword(s):  
Instructional Design ◽  
Student Perceptions ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Learning Model ◽  
Online Course ◽  
Learning Design ◽  
Digital Competence ◽  
E Learning

: Education authorities in Norway endorse online courses for in‑service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e‑learning model.

A Learning Design to Teach Scientific Inquiry

2011 ◽  
pp. 652-675
Author(s):  
Kristine Elliott ◽  
Kevin Sweeney ◽  
Helen Irving
Keyword(s):  
Student Perceptions ◽  
Scientific Inquiry ◽  
Student Attitudes ◽  
Inquiry Learning ◽  
Cost Effective ◽  
Learning Objects ◽  
Development Phase ◽  
Learning Design ◽  
Critical Components ◽  
Pedagogical Approaches

This chapter reports the authors’ experiences of developing a learning design to teach scientific inquiry, of integrating the learning design with learning objects to create online inquiry projects, and of investigating student attitudes following implementation in second year biochemistry units at a major Australian university. We discuss constructivism, problem based learning (PBL), and inquiry learning as the philosophical and pedagogical approaches informing the learning design, and highlight how critical components of each approach were transformed into a learning design. We specify the learning design and highlight its important features. The claimed efficiencies of the learning object approach were evaluated during the development phase. Outcomes reported here indicate that reuse was most cost effective if many, elaborate learning objects were reused. Little benefit was gained by the reuse of many, simple learning objects. Finally, student perceptions indicate benefits from the inquiry projects that warrant their inclusion in a traditional teacher-centred course.

Investigating the Relationship Between Digital Prototyping Tool Use and Student Designers’ Perceptions of Design Processes

2020 ◽  
Author(s):  
Andrew Berlin ◽  
Jacob Nelson ◽  
Jessica Menold
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
Design Processes ◽  
Engineering Design Education ◽  
Hands On ◽  
Maker Culture ◽  
3D Printers ◽  
The Relationship

Abstract With the rise of the “maker” culture, the prevalence of affordable and rapid “maker” tools has increased dramatically, and the mass proliferation of 3D printers has become a staple of engineering design and engineering design education. The increased use of digital prototyping tools, such as Additive Manufacturing (AM) technologies, is fundamentally transforming the way students and educators approach engineering design courses and hands-on projects. This work investigates the effect of AM prototyping efforts on student perceptions of design processes through an in-situ study conducted across two project-based design courses. Results suggest that students’ perceptions of prototype value, time spent prototyping, and the development of designer knowledge is significantly affected due to AM use during prototyping activities.

scholarly journals Investigating different patterns of student engagement with blended learning environments in Australian business education: Implications for design and practice

2018 ◽  
Vol 22 ◽  
Author(s):  
Graeme Pye ◽  
Dale Holt ◽  
Scott Salzman
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Learning Design ◽  
Survey Analysis ◽  
Teaching Online ◽  
Business Context ◽  
Diverse Student ◽  
Design And Practice

This research reports on a diverse student audience engaging in an Australian university’s undergraduate commerce program core unit which was offered across three separate geographic campus locations and online. The research extends upon work undertaken on student engagement in online settings and lies in the domain of blended learning design and practice in the Australian higher education business context. The research adopted a dual-period surveying approach aimed at comparing patterns of student engagement within a major business subject offered in two different trimesters in one academic year. The survey analysis compared student perceptions of engagement with the subject and identified significant variations in patterns of engagement based on key background and demographic factors. Findings, inter alia, are presented across seven major student engagement dimensions as applied to the interplay between online and located/campus learning (i.e. Online Active Learning, Online Social Interaction, Online Collaboration, Online Teaching, Online Assessment, Online Relevance, and Online Contact with Staff). Implications for blended learning design, eLearning and practice in such complex environments involving diverse student audiences are examined.

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.

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