Validation of Web Based Learning Environment using Instructional Design Model

2016 ◽  
Vol 5 (2) ◽  
pp. 66-71
Author(s):  
S.Pradeep Ganam ◽  
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Instructional Design Model ◽  
Design Model ◽  
Web Based ◽  
Web Based Learning

scholarly journals Scaffolding Novice Instructional Designers' Problem-Solving Processes Using Question Prompts in a Web-Based Learning Environment

2005 ◽  
Vol 33 (2) ◽  
pp. 219-248 ◽  
Author(s):  
Xun Ge ◽  
Ching-Huei Chen ◽  
Kendrick A. Davis
Keyword(s):  
Instructional Design ◽  
Problem Solving ◽  
Learning Environment ◽  
Design And Technology ◽  
Instructional Designers ◽  
Web Based ◽  
Question Prompts ◽  
Web Based Learning ◽  
Multiple Case ◽  
Structured Problem Solving

The present study investigated the effects of question prompts in scaffolding novice instructional designers solving ill-structured, instructional design problems in a Web-based learning environment. The effects of question prompts were studied under different prompting conditions (Question-Elaboration vs. Question-Guidance), taking into consideration various levels of learners' prior knowledge and experience. The study employed a comparative, multiple-case study design using the technique of think-aloud protocols, which were followed by interviews. Eight graduate students from the program of Instructional Design and Technology participated in the study. While the qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving, they also shed light on the specific cognitive and metacognitive functions, as well as limitations, of question prompts in different conditions. The study has implications for designing instructional scaffolds for supporting ill-structured problem solving of various domains in a Web-based learning environment.

scholarly journals Choice of instructional design for the development of a learning environment in blended mode

Respuestas ◽  
2019 ◽  
Vol 24 (1) ◽  
pp. 65-75
Author(s):  
Doris Patricia Mora Marín ◽  
Ilber Darío Saza Garzón ◽  
Fernando Santamaría
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Learning Environment ◽  
Educational Institution ◽  
Research Process ◽  
Instructional Design Model ◽  
Design Model ◽  
Historical Evolution

This article is a part of the research process for choosing an instructional design model within an educational institution of Higher Education in Colombia. It analyzes and reflects on different models of instructional design and before that sustains a definition and historical evolution of the different systems that have evolved the term of instructional design. With all the data and information required and on a basis consistent with the mission and vision of the institution Minute University Corporation of God, response and choice is given to a coherent model.

scholarly journals Developing and Validation of Instructional Design Model Based on Control-Value Theory of Achievement Emotions

2021 ◽  
Author(s):  
Nida Abdolahi ◽  
◽  
Mohammad Reza Nili Ahmad Abadai ◽  
Soghra Ebrahimi Qavam ◽  
Mohammad Asgari ◽  
...  
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Psychological Health ◽  
Value Theory ◽  
Instructional Design Model ◽  
Design Model ◽  
Achievement Emotions ◽  
Control Value ◽  
Model Based ◽  
Teaching Learning

Objectives: Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships and emotional feeling. The purpose of this study is to Develope and validate of instructional design model based on control-value theory of achievement emotions to improve the psychological health and performance of learners and educators. Methods: The research method is qualitative and inductive content analysis technique was used. Sources related to CVT theory were reviewed in the period 2007 to 2021 and 175 sources were selected. Based on purposive sampling, 63 sources were analyzed. In a regular approach, themes and themes related to important components of the theory were recorded and coded in the form of key sentences in the table. The codes were categorized based on similarities and differences in the more general categories. Finally, an instructional design model based on CVT theory was presented. The model content validation questionnaire was sent to 20 specialists in educational technology and educational psychology. 12 people completed the questionnaire and the results were analyzed. Results: The results of the analysis led to the identification of the main components of CVT theory, which by combining of instructional design principles, instructional design model based on the theory of control-value of achievement emotions in eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation , Design and learner presented and approved by experts. Conclusion: The instructional design model based on the theory of control-value of achievement emotions, at the micro and macro levels in all academic levels and various fields of medicine, humanities and Science is very effective and promises a rich teaching learning environment in terms of achievement emotions.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Effectiveness of web-based learning environment: role of intrinsic learning motivation, computer self-efficacy, and learner engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nimitha Aboobaker ◽  
Muneer K.H.
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Learning Engagement ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Computer Self Efficacy

Purpose In the context of the abrupt shift to technology-enabled distance education, this paper examines the role of intrinsic learning motivation, computer self-efficacy and learning engagement in facilitating higher learning effectiveness in a web-based learning environment. Design/methodology/approach Data was collected using a self-administered online questionnaire from a sample of randomly selected 508 university students from different disciplines, including science, technology, and management. Findings Learning motivation and computer self-efficacy positively influenced students' learning engagement, with computer self-efficacy having a more substantial impact. Proposed mediation hypotheses too were supported. Originality/value The insights gained from this study will help in devising strategies for improving students' learning effectiveness. Game-based learning pedagogy and computer simulations can help students understand the higher meaning and purpose of the learning process.

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