Instructional Design Strategies for Synchronous Online Instruction in Various College Courses

2021 ◽  
Vol 37 (2) ◽  
pp. 459-488
Author(s):  
Cheol-il Lim ◽  
Minji Kim ◽  
Juhyun Park ◽  
Yoojin Bae ◽  
Ji-yoon Yeom
Keyword(s):  
Instructional Design ◽  
Online Instruction ◽  
College Courses ◽  
Design Strategies ◽  
Synchronous Online

Online Instruction for Cognitive Systems Engineering: Lessons Learned and Opportunities to Pursue

2021 ◽  
Vol 65 (1) ◽  
pp. 551-555
Author(s):  
Philip J. Smith ◽  
Karen Feigh ◽  
Nadine Sarter ◽  
David Woods
Keyword(s):  
Instructional Design ◽  
Human Factors ◽  
Systems Engineering ◽  
Online Instruction ◽  
Online Courses ◽  
Lessons Learned ◽  
Cognitive Systems ◽  
Online Environment ◽  
Design Strategies ◽  
Cognitive Systems Engineering

One of the impacts of the pandemic has been a rapid increase in the development and offering of online courses focused on cognitive systems engineering. This presents opportunities to: ● Identify and share alternative instructional design strategies and more specific instructional tactics tailored to the online environment and learn from each others’ experiences. ● Discuss how lessons learned from the design and offering of online courses can not only inform future offerings of online courses but also generalize to in-person courses. ● Identify the opportunities created by online instruction to reach a broader audience, not only geographically but also in terms of reaching practitioners whose specializations are outside of human factors. The panelists have expertise and experience in all of these areas. Their perspectives are briefly described below.

Using Universal Design for Learning in Synchronous Online Instruction

2014 ◽  
Vol 29 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Kimberly Coy ◽  
Matthew T. Marino ◽  
Barbara Serianni
Keyword(s):  
Online Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Design For Learning ◽  
Synchronous Online

Teaching Reform in the Network IT Environment

2013 ◽  
Vol 278-280 ◽  
pp. 2103-2106
Author(s):  
Hai Feng Chang ◽  
Yu Long Dong ◽  
Jia Jun Liu
Keyword(s):  
Information Technology ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Needs ◽  
Environment Design ◽  
Design Strategies ◽  
Teaching Resources ◽  
Network Information ◽  
Learning Environment Design ◽  
Good Learning

[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

Social Presence and Cultural Identity

2018 ◽  
pp. 136-162 ◽  
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

An Ecological Approach to Instructional Design

2013 ◽  
pp. 872-889
Author(s):  
Paul Resta ◽  
Debby Kalk
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Linear Process ◽  
Ecological Approach ◽  
Complex Environments ◽  
Design Strategies ◽  
Deep Appreciation ◽  
Opportunities For Learning ◽  
Traditional Approaches ◽  
Underlying Processes

The confluence of collaborative and social technologies, with the phenomenon of digital natives, creates new opportunities for learning environments, which, in turn, demand innovative instructional design strategies. An ecological approach to instructional design can yield rich learning environments that provide learners with authentic experiences. These learning experiences can be challenging, engaging, and effective, and provide students with deep appreciation of underlying processes, principles, and relationships. It’s a learner-centered design that features collaboration, authentic experiences, and complex environments. Designing for these complex systems requires thinking outside the boxes of traditional approaches. The ecological approach requires identifying the key contextual factors and interactions that are central to understanding and performing complex intellectual tasks. This non-linear process involves selecting appropriate technologies and social interactions, appropriate levels of scaffolding and support, and giving learners increasing levels of responsibility for their own successful outcomes.

Understanding Modern Learners, Technology, and Medical Education

2020 ◽  
pp. 1-23
Author(s):  
Robin Bartoletti ◽  
Kim Meyer
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Instructional Design ◽  
Instructional Technology ◽  
Small Groups ◽  
Generation Y ◽  
Formal Education ◽  
Next Generation ◽  
Design Strategies ◽  
Curricular Design

Clinicians and researchers are expected to educate the next generation of clinicians with little or no formal education on effective, modern instructional design. Clinicians and researchers are left to teach in the same way they were taught many years or decades ago. Medical education must adapt to meet the demands of the Generation Y student population that would benefit from the innovative use of instructional technology. This generation thrives in small groups, using social media, and has never known a world without Google. The purpose of this chapter is to demonstrate innovative curricular design strategies using technology to leverage the skills and preferences that Generation Y brings to a medical classroom.

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