E-learning design issues for high-order learning - an application and empirical study in the knowledge domain of digital marketing

2019 ◽  
Vol 14 (3) ◽  
pp. 195
Author(s):  
Luis Manuel Vaz ◽  
Nuno David
Keyword(s):  
Empirical Study ◽  
High Order ◽  
Digital Marketing ◽  
Learning Design ◽  
Design Issues ◽  
Knowledge Domain ◽  
E Learning

E-Learning Design Quality

2011 ◽  
pp. 763-771 ◽  
Author(s):  
Panagiotis Zaharias
Keyword(s):  
Critical Review ◽  
Research Agenda ◽  
Learning Design ◽  
Review Of The Literature ◽  
Design Issues ◽  
Design Quality ◽  
E Learning ◽  
Learning Research

A critical review of the literature was conducted which resulted in the formulation of an e-learning research agenda with a focus on quality and e-learning design issues. The e-learning research agenda summarizes the most commonly identifiable research dimensions regarding e-learning design that influence e-learning quality.

scholarly journals The Learning Design and Student‟s Response to Physics Online Learning In Rural School of Indonesia

2019 ◽  
Vol 9 (1) ◽  
pp. 4999-5006
Keyword(s):  
High School Students ◽  
Small Group ◽  
Junior High School ◽  
Science Learning ◽  
Quantitative Methods ◽  
Effective Interaction ◽  
Ease Of Use ◽  
Learning Needs ◽  
Learning Design ◽  
E Learning

The implementation of e-learning on science learning in Indonesia is a critical issue, especially in the context of implementing a curriculum oriented towards the competency of students in today's digital era. The problem faced by educators is in the social presence; in how to manage effective interaction between teachers-students and students-students. This study aims to innovate e-learning which is Edmodo as a learning management system (LMS) that is suitable for science learning requirements (Light and Optics) in junior high school students. The research method used was a mix of qualitative and quantitative methods. The process of developing learning design was arranged through focus group discussion approach (which involves LMS experts, learning evaluation experts, learning strategists, physicists, and teachers) iteratively to obtain learning designs embedded in the Edmodo. The sound learning design was then tested in a small group consisting of eighth-grade students. Responses were measured using a USE questionnaire containing four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. The results of the trial in the small group will indicate that LMS and learning activities carried out meet student learning needs. These results provide optimism that mobile learning with appropriate strategies can meet the learning needs of science, including in schools that have never used this technology before.

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.

scholarly journals Pengembangan e-learning berbasis chamilo pada pembelajaran simulasi dan komunikasi digital

2020 ◽  
Vol 7 (1) ◽  
pp. 1-11
Author(s):  
Izzah Tiari ◽  
Zulkardi Zulkardi ◽  
Sardianto Markos Siahaan
Keyword(s):  
Learning Outcomes ◽  
Subject Matter ◽  
Development Stage ◽  
Online Collaboration ◽  
Learning Design ◽  
Subject Matter Experts ◽  
Materials Simulation ◽  
E Learning ◽  
The Subject ◽  
Level Medium

E-learning berbasis Chamilo telah berhasil dikembangkan pada pembelajaran simulasi dan komunikasi digital di SMK Negeri 5 Palembang. Penelitian bertujuan untuk mengetahui kevalidan, kepraktisan, dan efektifitas e-learning terhadap mata pelajaran fitur kolaboratif daring. Tahapan Penelitian pengembangan ini terdiri dari tahap perencanaan, desain, dan pengembangan. E-learning yang telah dikembangkan kemudian diuji kevalidan oleh ahli, diuji kepraktisan oleh peserta didik, dan diuji efektifitas dengan mengimplementasikan e-learning di SMK Negeri 5 Palembang. Pengembangan e-learning menggunakan model Alessi dan Trollip. Dari penelitian ini didapatkan bahwa 1.) E-learning teruji kevalidan dengan penilaian oleh ahli media terhadap e-learning sebesar 89,47%, penilaian oleh ahli materi sebesar 84,62%, dan penilaian ahli desain pembelajaran sebesar 81,82%; 2.) E-learning teruji kepraktisannya dengan penilaian dari 3 peserta didik tingkat rendah, sedang, dan atas dengan rata-rata sebesar 86,10%; dan 3.) E-learning teruji efektifitas meningkatkan hasil belajar peserta didik dilihat dari adanya gain sebesar 0,70 yang termasuk kedalam kategori tinggi.AbstractE-Learning of Chamilo based has been developed for materials simulation and communication digital in SMK Negeri 5 Palembang. The research aims to know validity, practicality, and effectiveness e-learning features on the subject matter of online collaboration features. This research development stage consists of the plan, design, and development phase. E-learning features that have been developed and then tested validity by experts, tested practicality by students, and tested for effectiveness by implementation e-learning in SMK Negeri 5 Palembang. The development of e-learning used the Alessi and Trollip model. From this study, it was found that 1.) The assessment e-learning features have been validity tested by media experts at 89.47%, by subject matter experts of 84,62%, and by learning design experts of 81,82%; 2.) The assessment of e-learning features has been practicality tested by three students’ low level, medium, and high an average by 86,10%; and 3.) E-learning features have been effectively tested to improving students learning outcomes seen from a gain of 0.70 included in the high category.

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