scholarly journals A comprehensive rubric for instructional design in e-learning

2018 ◽  
Vol 35 (2) ◽  
pp. 93-104 ◽  
Author(s):  
Martin Debattista
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Course Design ◽  
Good Practice ◽  
Design Stage ◽  
Instructional Designers ◽  
Current Standard ◽  
Pedagogical Tools ◽  
Content Type ◽  
E Learning

Purpose The recognition of practice in online instruction is still subject to interpretation and different approaches as a result of the rapid changes in technology and its effect on society. The purpose of this paper is to address these differences through a synthesis that can be easily accessed and consulted by educators in the field of e-learning. Design/methodology/approach This paper reviews different examples of rubrics and instruments in higher education to propose a more comprehensive rubric that constitutes a synthesis of how some institutions in HE approach best practice in this field. Findings The proposed comprehensive rubric emanating from the synthesis of different approaches supports the development, remixing, sharing and integration of online modules and courses by providing a single reference point with as wide a range as possible of potential pedagogical tools, facilities and approaches to e-learning. Research limitations/implications It is not within the scope of this paper to review quality assurance processes and administrative components, but to propose a rubric for course design and self-review of faculty and higher education institutions for a better alignment with what is regarded as current standard best practice. Practical implications Instructional designers in e-learning have a new comprehensive rubric that can consult at design stage. Originality/value Different approaches towards what is called “good practice” are brought together and analysed to provide a synthesis and a single source that can be consulted by practitioners in the field of e-learning.

scholarly journals Managing energy performance in buildings from design to operation using modelling and calibration

2021 ◽  
pp. 014362442110083
Author(s):  
Nishesh Jain ◽  
Esfand Burman ◽  
Dejan Mumovic ◽  
Mike Davies
Keyword(s):  
Best Practice ◽  
Good Practice ◽  
Energy Performance ◽  
Operating Conditions ◽  
Design Stage ◽  
Performance Gap ◽  
Actual Performance ◽  
Simulation Tools ◽  
Calibration Protocol ◽  
Covering Design

To manage the concerns regarding the energy performance gap in buildings, a structured and longitudinal performance assessment of buildings, covering design through to operation, is necessary. Modelling can form an integral part of this process by ensuring that a good practice design stage modelling is followed by an ongoing evaluation of operational stage performance using a robust calibration protocol. In this paper, we demonstrate, via a case study of an office building, how a good practice design stage model can be fine-tuned for operational stage using a new framework that helps validate the causes for deviations of actual performance from design intents. This paper maps the modelling based process of tracking building performance from design to operation, identifying the various types of performance gaps. Further, during the operational stage, the framework provides a systematic way to separate the effect of (i) operating conditions that are driven by the building’s actual function and occupancy as compared with the design assumptions, and (ii) the effect of potential technical issues that cause underperformance. As the identification of issues is based on energy modelling, the process requires use of advanced and well-documented simulation tools. The paper concludes with providing an outline of the software platform requirements needed to generate robust design models and their calibration for operational performance assessments. Practical application The paper’s findings are a useful guide for building industry professionals to manage the performance gap with appropriate accuracy through a robust methodology in an easy to use workflow. The methodological framework to analyse building energy performance in-use links best practice design stage modelling guidance with a robust operational stage investigation. It helps designers, contractors, building managers and other stakeholders with an understanding of procedures to follow to undertake an effective measurement and verification exercise.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonas Johannisson ◽  
Michael Hiete
Keyword(s):  
Higher Education ◽  
Life Cycle ◽  
Service Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Learning Approach ◽  
Graduate Course ◽  
Content Type ◽  
Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

A comparative study of formal coaching and mentoring programmes in higher education

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jenni Jones ◽  
Helen A. Smith
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Business School ◽  
Best Practice ◽  
Application Process ◽  
Content Type ◽  
Record Keeping ◽  
Practice Recommendations ◽  
Matching Process ◽  
Two Phases

PurposeThe purpose of this paper is to evaluate two coaching and mentoring programmes focused on the ever-increasingly important aim of enhancing the chances of professional level employment for undergraduate students, at two UK universities. In addition, to offer recommendations to enhance coaching and mentoring success within higher education (HE).Design/methodology/approachTwo similar programmes are compared; the first study is a coaching programme delivered in two phases involving over 1,500 students within the business school. The second study is a mentoring programme involving over 250 students over a ten-year period within the business school at a different institution.FindingsThe two programmes have been compared against the key success criteria from the literature, endorsed by coaching and mentoring experts. The results highlight the importance of integrating with other initiatives, senior management commitment, budget, an application process, clear matching process, trained coaches and mentors, induction for both parties, supportive material, ongoing supervision and robust evaluation and record keeping.Research limitations/implicationsThe research focuses on two similar institutions, with comparable student demographics. It would have been useful to dig deeper into the effect of the diverse characteristics of coach/mentor and coachee/mentee on the effectiveness of their relationships. In addition, to test the assumptions and recommendations beyond these two institutions, and to validate the reach and application of these best practice recommendations further afield.Practical implicationsThe results identify a number of best practice recommendations to guide HE institutions when offering coaching and mentoring interventions to support career progression of their students.Originality/valueThere are limited comparison studies between universities with undergraduate career-related coaching and mentoring programmes and limited research offering best practice recommendations for coaching and mentoring programmes in HE. The top ten factors offered here to take away will add value to those thinking of running similar programmes within HE.

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

Learning takes center stage as BT enters new global markets

2014 ◽  
Vol 22 (3) ◽  
pp. 7-10
Keyword(s):  
Best Practice ◽  
Development Programs ◽  
Learning And Development ◽  
Content Type ◽  
Technical Staff ◽  
Practice Approach ◽  
E Learning ◽  
Learning Pathways ◽  
It Training ◽  
Training Company

Purpose – The purpose of this paper is to observe how telecommunication giant BT has used e-learning to prepare more than 6,000 information technology (IT) and technical staff over the past 2 years to support a move into new markets. Design/methodology/approach – Reveals how the company met the challenges of rapidly improving the skills of IT and technical staff, standardized a best-practice approach to IT training across key lines of business and increased levels of staff engagement. Findings – Charts the creation of flexible learning and development programs known as accredited-learning pathways (ALPs), which have since been developed to cover wider areas of employee training at BT. Practical implications – Explains that ALPs now form a key part of BT’s strategic workforce improvement initiatives and are instrumental in embedding continuous learning and accreditation for IT skills. More than 6,000 people have completed ALP content since the program inception in 2011. Social implications – Reveals that the success of the program resulted in BT being awarded the Best IT Training accolade at the training company Skillsoft’s annual user conference in 2013, by a panel of independent industry experts. Originality/value – Provides the inside story of a key development initiative at a major international telecommunications company.

The skill needs of the manufacturing industry: can higher education keep up?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Oran Doherty ◽  
Simon Stephens
Keyword(s):  
Higher Education ◽  
Best Practice ◽  
Manufacturing Industry ◽  
Manufacturing Sector ◽  
Rapid Development ◽  
Time Frame ◽  
Manufacturing Companies ◽  
Senior Managers ◽  
Experiential Training ◽  
Content Type

PurposeThis paper explores the implications for higher education of the rapid development in technology used by the manufacturing sector. Higher education programmes change or new courses are introduced in attempts to match labour market demands. However, the pace of change in the manufacturing industry challenges the authors to reconceive how programmes and modules can and should be designed and delivered.Design/methodology/approachThis study is based on interviews with 26 senior management representatives from manufacturing companies in Ireland. The 26 senior managers and their companies represent the wide diversity of Ireland's manufacturing sector. All the interviews were face to face, complimented by a short questionnaire. Follow-up interviews focussed on the emergent findings were carried out to aid the writing of recommendations for the best practice in programme design and delivery.FindingsWhat emerges from this study is that the manufacturing industry needs skills at three distinct levels. The authors define and classify the skill requirements at entry, competent and expert level. The authors place an emphasis on upskilling as an aid to movement between the three levels. In addition, and significantly, the desired time frame for delivery of these skills and/or upskilling is very short.Originality/valueAccelerated reskilling programmes with faster, shorter bursts of work-based learning (WBL) and experiential training are required. With a growing demand for those at competent and expert level, it is necessary to promote WBL to facilitate the upskilling of those employed in manufacturing roles, particularly in small and medium-sized enterprises (SMEs).

The E-Learning Phenomenon

2011 ◽  
pp. 161-181
Author(s):  
Lalita Rajasingham
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Competitive Advantage ◽  
Best Practice ◽  
Educational Television ◽  
Knowledge Society ◽  
The Internet ◽  
Fiscal Constraints ◽  
Virtual Classes ◽  
E Learning

This chapter contributes to the ongoing discussion on current best practice and trends in e-learning and virtual classes in higher education. With the increasing importance of knowledge as competitive advantage and engine of economic growth in an increasingly interconnected, multicultural and multilingual world, modern universities based on building and transport technologies are assuming virtual dimensions to address the pressures of rising enrolments, increasing fiscal constraints and rapid technological advancements. The Internet and globalisation are changing how we bank, shop, play, and learn. Can universities adapt, or is e-learning going to be an educational fad like educational television of the 1970s? Based on international research, this chapter examines some signposts using pilot projects as a key pedagogical method in the journey from idea to execution and the factors leading to success or failure of e-learning initiatives. Will the e-learning phenomenon represent a new and sustainable university paradigm for the emerging knowledge society?

Diversity and Design

2011 ◽  
pp. 1-19 ◽  
Author(s):  
Debbie Holley ◽  
Martin Oliver
Keyword(s):  
Higher Education ◽  
Inner City ◽  
Course Design ◽  
Stage Model ◽  
Student Body ◽  
Diverse Student Body ◽  
Diverse Student ◽  
The Status ◽  
Inclusive Business ◽  
E Learning

Higher Education Institutions have worked to make equality of access to electronic curriculum resources the ‘status quo’. However, there is evidence that simply providing e-learning – no matter how well intentioned – is insufficient to address the problems that students are experiencing. A three stage model has been developed through analysis of students’ learning experiences at an inner-city, post-1992 University to illustrate how students have to negotiate their engagement with Higher Education. The model provides a way of mapping aspects of course design to different portraits of students, enabling students to be considered as high, medium and low risk in terms of retention. The value of this model for design and analysis of courses is located within the debate of how inclusive business schools curricula are for a diverse student body.

scholarly journals Using e‐learning for student sustainability literacy: framework and review

2013 ◽  
Vol 14 (4) ◽  
pp. 338-348 ◽  
Author(s):  
Susannah Diamond ◽  
Brian Irwin
Keyword(s):  
Literature Review ◽  
Teaching And Learning ◽  
Best Practice ◽  
Academic Staff ◽  
Learning Tools ◽  
Content Type ◽  
Powerful Learning ◽  
Sustainability Literacy ◽  
E Learning ◽  
Sustainable Futures

PurposeThe paper aims to explore staff practices in using e‐learning to embed sustainability literacy, highlight best practice and determine areas for improvement.Design/methodology/approachA framework of four areas for developing student sustainability literacy (SSL) was proposed as a basis for analysing practice. A literature review then explored the extent to which e‐learning is used to support embedding SSL in the curriculum, and the types of e‐learning currently in use for this.FindingsE‐learning tools were most frequently used to provide flexible access to information, followed by support for communication and collaboration, and were less frequently used for the development of specific skills, personal identity and confidence.Research limitations/implicationsThe sample of case studies provided only limited evidence. A survey of practitioners could be undertaken to explore and validate the issues raised by the literature review.Practical implicationsThe review highlighted scope for a pedagogical shift away from using e‐learning for information delivery and practical communication, and towards supporting rich, student‐centred forms of learning in both blended and distance learning modes.Social implicationsThis shift would create more powerful learning experiences for students, more effectively develop students' personal identities and skills, and yield graduates who are more confident in their ability to create more sustainable futures.Originality/valueThis paper will be of value to academic staff and educational developers looking to develop practice in embedding SSL in teaching and learning, and to harness the potential of e‐learning.

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