LEARNER-CONTENT INTERACTIVITY: INSTRUCTIONAL DESIGN STRATEGIES FOR THE DEVELOPMENT OF E-LEARNING MATERIALS

2008 ◽  
pp. 251-261
Author(s):  
EVA Y M TSANG
Keyword(s):  
Instructional Design ◽  
Design Strategies ◽  
Learning Materials ◽  
E Learning

scholarly journals Identification of Instructional Design Strategies for an Effective E-learning Experience

2019 ◽  
Author(s):  
B S S Karthik ◽  
Brig Bhuvanagiri Chandrasekhar ◽  
Dr Rajasekhar David ◽  
Dr A Kranthi Kumar
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Thematic Analysis ◽  
Technical Assistance ◽  
Learning Experience ◽  
Instructional Designers ◽  
Successful Implementation ◽  
Design Strategies ◽  
E Learning ◽  
Depth Interviews

The objective of the study is to identify various instructional design strategies used by the instructional designers for effective the E-learning experience. Thematic analysis is used to generate the factors accountable for the successful implementation of E-learning process. To fulfill the purpose of the study, semi-structured in-depth interviews were conducted with the instructional designers, students, and corporate employees, who are associated with E-learning apps. Interviews conducted are broadly classified into three sections. The first section dealt with the personal profiles of the respondents; second part dealt with the discussion on successful instructional strategies adopted by the designers, and the third part dealt with the ease and comfort experienced by the learners while undergoing the E-learning course. Thematic analysis of the interview transcripts generated six themes, namely Technical assistance; Problem based learning, Aesthetics, Gaming, Storytelling, and Social support. This study will help the instructional designers to understand, what kind of expectations the learners have while taking up an E-learning course and how best these expectations can be addressed through design strategies by the instructional designers.

Audio for Multi-Media Presentations in E-Learning

2015 ◽  
pp. 164-188
Author(s):  
Hattie Wiley
Keyword(s):  
Instructional Design ◽  
Or Education ◽  
Learning Materials ◽  
Multimedia Presentations ◽  
Audio Technology ◽  
E Learning ◽  
Multi Media ◽  
The Creation ◽  
The Way

Although many advances have changed the way we are able record, distribute, and consume audio enhanced or audio based learning materials, audio can still be either a critical driver or an impeding detriment to learner comprehension and retention. Consequently, this chapter reviews the instructional design implications of audio prior to exploring the impacts advances in audio technology, software, and equipment have on the creation of audio enhanced or audio based multimedia presentations for learning, training, or education.

scholarly journals Integration of the ASSURE Model for Bachelor of Nursing Training: An International Project

2021 ◽  
Vol 25 (3) ◽  
pp. 372-386
Author(s):  
Nataliya A. Kasimovskaya ◽  
Carol Chabrera ◽  
Saara Laaksonen ◽  
Tiina Pelander ◽  
Gregor Štiglic ◽  
...  
Keyword(s):  
Instructional Design ◽  
Nursing Education ◽  
Global Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Strategic Partnership ◽  
The European Union ◽  
Learning Materials ◽  
E Learning ◽  
Project Objectives

Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms. Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model. Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform. Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.

E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda

2020 ◽  
Vol 17 (6) ◽  
pp. 460-481
Author(s):  
June Patrick Bigirwa ◽  
Stephen Ndawula ◽  
Esther Frances Naluwemba
Keyword(s):  
Instructional Design ◽  
Data Collection ◽  
Linear Regression Analysis ◽  
Instructional Design Model ◽  
Design Model ◽  
Instructional Materials ◽  
Learning Activity ◽  
Learning Materials ◽  
Data Collection And Analysis ◽  
E Learning

E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.

scholarly journals Evaluating Mathematics e-Learning Materials: Do Evaluators Agree with Distance Learners?

2012 ◽  
Vol 67 ◽  
pp. 189-195 ◽  
Author(s):  
Hasmawati Hassan ◽  
Fatimah Hassan ◽  
Norziani Dahalan @ Omar ◽  
Zuraini Zakaria ◽  
Wan Asna Wan Mohd Nor
Keyword(s):  
Distance Learners ◽  
Learning Materials ◽  
E Learning

scholarly journals DESIGNING COMMUNITY LANGUAGE LEARNING METHOD BASED CLASSROOM ACTIVITIES USING ELEARNING RESOURCES TO TEACH LISTENING SKILLS AT THE TERTIARY LEVEL

2019 ◽  
Vol 6 (1) ◽  
pp. 1-7
Author(s):  
Sujatha P ◽  
Thippu Sulthan H
Keyword(s):  
Language Learning ◽  
Tertiary Level ◽  
Learning Method ◽  
Listening Skills ◽  
Learning Materials ◽  
Classroom Activities ◽  
Current Scenario ◽  
E Learning ◽  
Community Language

In the current scenario, English plays an inevitable role in all the fields. The learners and teachers of this language understood the need of it and have taken certain steps to learn/teach language effectively using different methods to meet the needs of the society. Only recently, after the outlook of ELT scholars moved towards a blend of methods to suit the unique needs of a particular class and students during the post methods era, This paper is an attempt to design classroom activities based on CLL using E-learning materials to teach listening skills.

scholarly journals Age and Gender Differences in Evaluating the Pedagogical Usability of E-Learning Materials

2019 ◽  
Vol 5 (2) ◽  
pp. 169-189
Author(s):  
Liubomir Djalev ◽  
Stanislav Bogdanov
Keyword(s):  
Gender Differences ◽  
Repeated Measures ◽  
Educational Process ◽  
Instructional Designers ◽  
Learning Materials ◽  
Age And Gender ◽  
Independent Variables ◽  
Age And Gender Differences ◽  
E Learning ◽  
And Gender

The purpose of the study is to examine the pedagogical usability of interactive e-learning materials for foreign language practice. It is based upon two studies of the expected between-group and within-group differences among participants in the educational process. The sample consists of two groups – lecturers and students, a total of 100 participants, each evaluating four materials specifically prepared for this study. Two consecutive repeated measures ANOVA were conducted in which the gender/age, the position of the participants in the educational process, and usability dimensions were the independent variables. Results indicated that all independent variables and their interactions have a significant effects on the evaluations of the pedagogical usability. Women tend to assign higher values than men. Аge groups generally differ in their evaluations, although there is a tendency to give similar ratings for the individual dimensions of pedagogical usability. The 31-40 years age group evaluates the materials higher while the lowest evaluations are given by the groups of 21-30 and 50+ year old participants. Students tend to rate the pedagogical usability systemically higher than the lecturers. Usability dimensions also have a significant effect on evaluations. The most prominent feature of the materials, by a great margin, is their Applicability. The findings corroborate previous research which show age and gender differences in web usability do exist. We conclude that these differences exist as much in pedagogical usability as in technical usability. Further investigations are suggested to explore more deeply the differences in the perceived pedagogical value of e-learning materials as this has implications for instructional designers, teachers and learners alike.

scholarly journals Design models as emergent features: An empirical study in communication and shared mental models in instructional

2006 ◽  
Vol 32 (2) ◽  
Author(s):  
Lucca Botturi
Keyword(s):  
Instructional Design ◽  
Empirical Study ◽  
Development Model ◽  
Design And Development ◽  
Practice Model ◽  
Design Models ◽  
Instructional Design Process ◽  
Emergent Feature ◽  
E Learning ◽  
Specific Project

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.

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