Engaging instructional design and instructor role in online learning environment

2018 ◽  
Vol 42 (7/8) ◽  
pp. 366-380 ◽  
Author(s):  
Vishal Arghode ◽  
Earl Brieger ◽  
Jia Wang
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Online Instruction ◽  
Online Learning Environment ◽  
Learner Engagement ◽  
Online Instructors ◽  
Content Type ◽  
Online Instructional Design ◽  
Narrative Literature Review

Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners. Research limitations/implications Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction. Practical implications This review offers strategies for improved online instructional design to achieve learning engagement. Originality/value This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

scholarly journals The Instructional Design of an Online Learning Environment (RISSC) for Upper Secondary School Students’ Research Skills

2019 ◽  
pp. 174-182
Author(s):  
Louise Maddens ◽  
Fien Depaepe ◽  
Annelies Raes ◽  
Jan Elen
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Secondary School ◽  
Learning Environment ◽  
Secondary School Students ◽  
Online Learning Environment ◽  
Upper Secondary School ◽  
School Students ◽  
Research Skills ◽  
Upper Secondary

In today’s complex world, the acquisition of research skills is considered an important goal in (upper secondary) education. Consequently, there is a growing body of literature that recognises the value of well-designed (online) learning environments for effectively supporting the development of this complex set of skills. However, a clear consensus on how these research skills can be facilitated is currently lacking. Furthermore, interventions aiming to foster these skills are often implemented in specific domains, mostly in physics, biology and chemistry. In addition, current approaches to facilitation often refer to only a few epistemic activities related to research skills. Because of the broad and (mainly) domain-specific character of research skills, the purpose of this paper is to articulate the instructional design considerations for an online learning environment for upper secondary school students’ (broad set of) research skills in a(n) (underrepresented) behavioural sciences context.

Training Prospective Online Instructors

2011 ◽  
pp. 151-165
Author(s):  
MarySue Cicciarelli
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Empirical Research ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Training Topic ◽  
Effective Training ◽  
Design Theories ◽  
Online Instructor

Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on use of theory when designing curriculum. Information in this study reports what empirical research shows about online instructor use of different design theories. It identifies design theories that have not been researched in regard to online instructor utilization of theory, and it illustrates how frequently online instructors use nine of the design theories.

scholarly journals Peer feedback to facilitate project-based learning in an online environment

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Yu-Hui Ching ◽  
Yu-Chang Hsu
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Peer Feedback ◽  
Project Based Learning ◽  
Online Learning Environment ◽  
Online Environment ◽  
Online Instructional Design ◽  
Method Approach

<p>There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.</p>

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.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

scholarly journals Persistent Artefacts in an Online Classroom: The Value of a Dynamic Learning Archive | Artefacts persistants dans une salle de classe en ligne : la valeur d’une archive dynamique de l’apprentissage

2016 ◽  
Vol 42 (2) ◽  
Author(s):  
Stuart C. Berry
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Online Learning Environment ◽  
Dynamic Learning ◽  
Learner Engagement ◽  
Learning Space ◽  
Réseaux Sociaux ◽  
Reseaux Sociaux ◽  
The Impact

This paper summarizes a multi-year research project that examines the use and value of visible and persistent artefacts within an online learning environment. This study is framed within elements of a business management theory. Changes to an online learning environment are documented as well as an examination of the impact of these changes on the learning process. The study also shows the impact of learner engagement with artefacts over the life of multiple iterations of a course within this socially networked online learning space. Two significant outcomes emerged: 1. How the use of a socially networked online learning environment can offer a rich and supportive place for teaching and learning; and 2. That students in this study support the inclusion of an archive containing artefacts from learners in prior iterations of a course. The connection between the inclusion of this archive and the impact of a socially networked online learning environment will be demonstrated throughout. Cet article résume un projet de recherche sur plusieurs années, examinant l’utilisation et la valeur des artefacts visibles et persistants au sein d’un environnement d’apprentissage en ligne. Cette étude a été structurée selon des éléments d’une théorie de la gestion des affaires. Les modifications à l’environnement d’apprentissage en ligne sont documentées, ainsi que l’examen de l’incidence de ces modifications sur le processus d’apprentissage. L’étude montre aussi l’impact de l’engagement de l’apprenant avec les artefacts sur plusieurs itérations d’un cours dans un espace d’apprentissage en ligne doté de réseaux sociaux. Deux résultats importants ont émergé : 1. un espace d’apprentissage en ligne doté de réseaux sociaux peut offrir un endroit riche et soutenant pour l’enseignement et l’apprentissage; et 2. les étudiants dans cette étude sont favorables à l’inclusion d’une archive rassemblant les artefacts d’apprenants des itérations préalables d’un cours. Le lien entre l’inclusion de cette archive et l’impact d’un espace d’apprentissage en ligne doté de réseaux sociaux sera démontré tout au long.

Interacting at a Distance

2016 ◽  
pp. 401-425 ◽  
Author(s):  
Robert L. Moore
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environments ◽  
Online Instruction ◽  
Online Learning Environments ◽  
Online Instructors ◽  
Interaction Types ◽  
Content Interaction

Effective online instruction requires understanding not only interaction but also how to facilitate interaction through technology (Moore & Kearsley, 2012). Specifically, Moore and Kearsley (2012) categorize these types of interactions as “learner with content, interaction with instruction [or] interaction with other learners” (p. 132). This chapter examines each of these interaction types and suggests ways to incorporate them into online learning environments (OLEs). The chapter provides techniques and approaches that will be beneficial to both instructional design practitioners and online instructors. It seeks to assuage some of the concerns that faculty have about OLEs and provides ideas and activities that can be implemented by course designers or instructors in OLE projects.

The Demographic Variables as the Predictors of the Teaching Competencies of Online Instructors in the Universities of Pakistan

2021 ◽  
Vol 7 (1) ◽  
pp. 5-9
Author(s):  
Maria Bibi ◽  
Farhana Khurshid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Professional Training ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Online Learning Environment ◽  
Years Of Experience ◽  
Teaching Competencies ◽  
Online Instructors

Instructors’ demographic variables plays an important role in their teaching competencies for quality instruction (Aramide, Ladipo, & Adebayo, 2015). The demographic variables includes instructors’ qualification, age, years of teaching experience, and the number of professional training attended.   The main aim of this research was to identify the influence of demographic variables on the teaching competencies of the instructors, teaching in online learning environment. The ‘online teaching competencies (OTCs) matrix was utilized as theoretical framework for current research. This study was conducted in the three universities of Pakistan those who are offering online programs and courses to their students. The sample of the study consisted of 250 instructors, teaching in online learning environment. Data was collected through a Five-point Likert scale questionnaire developed by Bigatel, Ragan, Kennan, May, & Redmond (2012). Multiple regression analysis was applied to analyze the data.   Finding shows that the demographic variables ‘years of experience’ and ‘qualification’ influenced teaching competencies of instructor, as compared to their age and ‘number of professional trainings attended. Findings showed that ‘years of experience’, ‘number of professional training attended’ and ‘qualification’ are the predictor of instructors’ teaching competencies.

Influence of psychological safety and social presence on knowledge sharing behavior in higher education online learning environment

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Putra Endi Catyanadika ◽  
Jay Rajasekera
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Knowledge Sharing ◽  
Learning Community ◽  
Social Presence ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
Content Type ◽  
The Relationship

Purpose The absence of physical interactions in online learning environment brings psychological influences on learning participants in interacting and sharing knowledge with others, such as ignorance of other member’s presence and insecurity to share something in online environment. The purpose of this research was to examine the knowledge sharing behavior (KSB) by online learning community members in terms of their psychological safety (PS) and social presence (SP) perceptions. In addition, this research also identified the influence of PS to promote SP and the mediation impact of SP in the relationships between PS and KSB. Design/methodology/approach The data were gathered through self-administered questionnaire distributed to 133 online class members at a university in Indonesia where online learning has created a new learning experience. To represent key behavioral attributes, 12 items were used to represent PS, SP and KSB. The relationships among the variables were analyzed using the structural equation modelling method. Findings The result showed that PS positively influenced SP and KSB. SP also brought a positive impact on promoting KSB and fully mediated the relationship between PS and KSB. Research limitations/implications The result may not have fully captured the reflection of the influencing factors of KSB, as this research focused only on two psychological factors, namely, PS and SP. The research may be further enriched by including additional factors and expanding the data collection to include more online learning institutions. Practical implications The results implied the importance of PS and SP perception to promoting KSB in online learning environments. The results highlighted an important message to universities and schools to be more concerned on students’ feeling safe personally and students’ awareness of others’ presence to maximize knowledge sharing activities in online class environment. Originality/value This paper revealed the importance of PS and SP to promote KSB in the higher education online learning community. To the best of the researchers’ knowledge, this is the first study to link PS and SP to KSB and identify the importance of the mediation effect of SP on the relationship between PS and KSB specifically in higher education online learning environment.

The Vital Importance of Faculty Presence in an Online Learning Environment

2019 ◽  
pp. 531-543
Author(s):  
Ni Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Courses ◽  
Solid Content ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
High Quality ◽  
Online Instructors ◽  
Faculty Presence

One of the instructional methods, which is favored by students and which could arguably provide high quality educational opportunities, is faculty presence, as it makes possible the interaction between instructor and students and between students and students in a virtual learning environment. Online instructors and academic administrators in higher education cannot simply hold an assumption that quality online courses or student learning could largely depend upon good internet connectivity, high quality equipment, solid content knowledge of instructors, and beautifully designed online courses. The presence of an online instructor cannot ever be neglected or marginalized in online students' learning success. Therefore, it is highly significant to address the roles that instructors play in an online learning environment in order to underscore the crucial importance of faculty presence in the success of student learning.

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