scholarly journals The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course

2021 ◽  
Vol 16 (06) ◽  
pp. 245
Author(s):  
Clarissa Braun ◽  
Martin Ebner ◽  
Lothar H. Fickert ◽  
Sandra Schön
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
University Teaching ◽  
Online Course ◽  
Traditional Teaching ◽  
Master Program ◽  
Instructional Design Process ◽  
Current State ◽  
Initial Stage ◽  
State Of Research

In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.

Instructional Design and Quality

2013 ◽  
pp. 236-250
Author(s):  
Anna Busquets ◽  
Muriel Gómez
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
East Asian ◽  
Drop Out ◽  
Instructional Design Process ◽  
Course Materials ◽  
E Learning ◽  
Two Phases ◽  
East Asian Studies

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

scholarly journals The Rhetoric of Twitter in Terms of the Aristotelian Appeals (Logos, Ethos, and Pathos) in ESL/EFL Educational Settings

2020 ◽  
Vol 13 (5) ◽  
pp. 115
Author(s):  
Ahdab Saaty
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Research Question ◽  
Empirical Studies ◽  
Future Research ◽  
Educational Settings ◽  
Current State ◽  
Writing Genres ◽  
Twitter Users ◽  
State Of Research

The article argues that the Aristotelian appeals (logos, ethos, and pathos) can be taught through the use of Twitter as an educational tool to build connections between everyday informal writing on social media and academic writing. It highlights the utilization of Twitter in English second/foreign language (ESL/EFL) educational settings for supporting learners’ rhetorical awareness and understanding of different writing genres. The main purpose of this article is to provide pedagogical implications and future research potentials on the use of Twitter in ESL/EFL educational settings. The Aristotelian appeals are discussed as the framework for the analysis of Twitter’s content in ESL/EFL educational contexts. In this regard, this research question is addressed: How can Twitter serve as a tool for teaching the fundamentals of writing competency in terms of the Aristotelian appeals (logos, ethos, and pathos) in ESL/EFL educational settings? To explore the current state of research and inform future studies, the researcher reviews selected academic articles on the use of Twitter in ESL/EFL language classes. All articles were accessed using Google Scholar, ERIC, and ProQuest databases. The researcher examines empirical studies published in peer-reviewed journals as well as non-empirical studies. This article addresses Twitter users’ constructions of logos, ethos, and pathos, and presents some of the accessible characteristics of Twitter. Also, it briefly provides pedagogical implications of understanding the Aristotelian appeals through Twitter in ESL/EFL educational contexts that can support the teaching and learning processes. Lastly, the researcher proposes potential research directions for Twitter use in ESL/EFL educational settings.

scholarly journals The Nebulous, Essential Dimensions in Effective University Teaching: The Ethic of Care and Relational Acumen

2015 ◽  
Vol 12 (2) ◽  
pp. 122-139
Author(s):  
Donald E. Scott ◽  
Keyword(s):  
Instructional Design ◽  
Effective Teaching ◽  
Teaching And Learning ◽  
Ethic Of Care ◽  
University Teaching ◽  
Teaching Beliefs ◽  
Classroom Environments ◽  
Learning Journals ◽  
University Leaders ◽  
Effective Teaching And Learning

This paper examines the interrelationships between teaching beliefs and approaches, instructional design, relationships with students, and academics’ and students’ perceptions of effective teaching and learning. Mixed methodology was utilised and included interviews with academics and students, and questionnaires, inventories, and learning journals. As anticipated educationally optimal instructional design was appreciated by academics and students, however, it was not the most significant aspect in influencing students’ perceptions of ‘good’ or effective teaching. Differences were found between two teaching academics’ beliefs about students and these translated into varied approaches to teaching, interactions with students, and different capacities to establish positive classroom environments and relationships. Academics’ ethic of care and relational acumen were the pivotal components in students’ criteria for effective teaching, which may present a quandary to academic developers. Findings indicate the importance of relational acumen and an ethic of care and may also have significance for university leaders in matching academic teaching activities to faculty strengths and potentially explaining negative student feedback in well-designed units.

Game Concepts in Learning and Teaching Process

2019 ◽  
pp. 1-34 ◽  
Author(s):  
Ilana de Almeida Souza Concilio ◽  
Pedro Henrique Cacique Braga
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Traditional Teaching ◽  
Game Based Learning ◽  
Pedagogical Strategies ◽  
Good Practices ◽  
Instructional Process ◽  
Learning And Teaching ◽  
Motivational Design

The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.

scholarly journals Designing for learning: What are the essential features of an effective online course?

1997 ◽  
Vol 13 (2) ◽  
Author(s):  
Allison Brown
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Economic Thought ◽  
Online Course ◽  
Delivery Mode ◽  
Online Delivery ◽  
University Courses ◽  
New Learning

<span>How do online courses differ from traditional university courses? What are the new learning demands made on students in online courses? Which particular design features optimise the teaching and learning process in an online delivery mode?</span><p>These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. Emerging from the project is the fully online course <em>Economic Thought and Controversy</em>, together with an instructional design template. This template is now being applied to other courses in the discipline with the aim of transferring the whole economics programme to online delivery in 1998.</p><p>This paper describes the pedagogical rationale of the design template.</p>

Game Concepts in Learning and Teaching Process

2022 ◽  
pp. 21-54
Author(s):  
Ilana de Almeida Souza Concilio ◽  
Pedro Henrique Cacique Braga
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Traditional Teaching ◽  
Game Based Learning ◽  
Pedagogical Strategies ◽  
Good Practices ◽  
Instructional Process ◽  
Learning And Teaching ◽  
Motivational Design

The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.

Exploring Issues and Challenges of Project-Based Learning for Teaching and Learning

2018 ◽  
pp. 98-117
Author(s):  
Chien Yu ◽  
Sang Joon Lee ◽  
Wei-Chieh Wayne Yu ◽  
Angela Lenoir Walton
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Project Based Learning ◽  
Innovative Approach ◽  
Educational Practices ◽  
Current State ◽  
Approach To Teaching ◽  
State Of Research

Project-based learning is an innovative approach to teaching and learning. Given the current state of research on project-based learning, many benefits and contributions have been explored in education. The purpose of this chapter is to examine current educational practices of project-based learning for teaching and learning, and to keep up-to-date on the issues and challenges pertinent to the project-based learning strategy. In addition to reviewing the benefit and effectiveness of project-based learning, the chapter also discusses some strategies and guidelines for designing and implementing this approach in teaching and learning.

A Great Wall of Difference

2011 ◽  
pp. 91-105
Author(s):  
Susan Crichton
Keyword(s):  
Instructional Design ◽  
International Development ◽  
Design Process ◽  
Teaching And Learning ◽  
Learning Problems ◽  
Development Projects ◽  
Cultural Backgrounds ◽  
Instructional Design Process ◽  
Project Participants ◽  
Great Wall

Instructional design is typically viewed as a process for identifying and solving instructional problems. However, for designers who work on international development projects, the “western” assumptions of instructional design may pose particular challenges as project participants work together to find solutions to teaching and learning problems. The challenge is to find culturally sensitive ways to create resources and provide training for individuals who have different cultural backgrounds. After almost three years of work on the project shared in this article, there are still a number of questions. For example, why has there not been the development of a community of practice around instructional design with the project members? In addition, why has the Canadian project team been unable to encourage our Chinese colleagues to value the instructional design process? This paper offers a number of musings and insights about the field of instructional design within the Chinese context.

scholarly journals Differentiation of Roles: Instructional Designers and Faculty in the Creation of Online Courses

2019 ◽  
Vol 8 (1) ◽  
pp. 55 ◽  
Author(s):  
Colleen Halupa
Keyword(s):  
Instructional Design ◽  
Faculty Member ◽  
Online Courses ◽  
Instructional Designer ◽  
Online Course ◽  
Instructional Designers ◽  
Collaborative Relationships ◽  
Instructional Design Process ◽  
Content Expert ◽  
Policies And Procedures

Instructional design has continued to change and undergo metamorphosis. A key component of this process in higher education is the collaboration between an instructional designer and one or more faculty members to create a robust, quality online course. In this collaborative process, instructional designers are clearly the design expert, while the faculty member is the content expert. However, problems occur when roles are not clearly delineated. Conflict is often reported by instructional designers who feel they are not respected by faculty. Conflict can also occur when instructional designers cross the line and try to influence content instead of providing guidance on content delivery. In order to decrease conflict, the roles of instructional designers and the faculty they collaborate with must be clearly defined. Both the instructional designer and the faculty member should clearly articulate their expected roles in the collaborative course creation process. In addition, written policies and procedures for the instructional design process are crucial to the success of these collaborative relationships.

Instructional Design and Quality

2011 ◽  
Vol 2 (4) ◽  
pp. 47-61 ◽  
Author(s):  
Anna Busquets ◽  
Muriel Gómez
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
East Asian ◽  
Drop Out ◽  
Asian Studies ◽  
Instructional Design Process ◽  
Course Materials ◽  
E Learning ◽  
Two Phases ◽  
East Asian Studies

Quality in e-learning should be measured from three perspectives: technology, pedagogy, and management and administration. This paper examines the pedagogical and methodological perspective, specifically in the work developed by the professors of the course “East Asian Geography”, a compulsory course of the Programme of East Asian Studies. The authors consider that the teaching and learning methodology applied to the UOC model has reached the proper level of quality when students are satisfied, follow the courses and not drop out, and perform appropriately. In that sense, satisfaction, permanence, and academic performance are the three levels of measurement of the quality of the each course and program, as well as the UOC model in general. On the basis of the data obtained and results of the first two years 2003-2004 and 2004-2005, in terms of performance and satisfaction of the students in the course “East Asian Geography”, is considered for revision and improvement. This process has two phases. In the first one, during 2005-2008, the authors focus on the instructional design process and the conceptualization of the course plan with new activities; in the second, from 2009 to present, the authors examine the design and diversification of course materials and e-learning activities.

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