Age Issues in Online Teaching

2012 ◽  
pp. 149-164
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Lifelong Learning ◽  
Online Teaching ◽  
Online Community ◽  
Learning Attitudes ◽  
Online Instructional Design ◽  
Attitudes Towards Technology ◽  
E Learning ◽  
Online Educators ◽  
Social Use

Age impacts online instructional design and delivery in two ways: developmental/biological and social/cultural. Developmental and generational issues are detailed as they impact e-learning. Attitudes towards technology and its social use are explained in light of age. Because the online community reflects lifelong learning, it behooves online educators to factor in age when developing and delivering online instruction.

scholarly journals UNIVERSITY OF NEBRASKA SUMMER INSTITUTE FOR ONLINE TEACHING

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Editor Editor
Keyword(s):  
Critical Thinking ◽  
Instructional Design ◽  
Faculty Development ◽  
Online Teaching ◽  
Online Community ◽  
Summer Institute ◽  
Course Management ◽  
Design Strategies ◽  
Community Activities ◽  
The University

Recipient of the 2004 Sloan-C Award for Excellence in Online Teaching & Learning Faculty Development, the University of Nebraska Summer Institute for Online Teaching emphasizes pedagogy— planning, instructional design, strategies for building online community, activities/assignments that promote critical thinking, assessment, and course management.

E-Learning: New Opportunities and a View of the Future

2011 ◽  
pp. 262-273
Author(s):  
Richard E. Mayer
Keyword(s):  
Instructional Design ◽  
Lifelong Learning ◽  
Educational Games ◽  
Virtual Classrooms ◽  
Multimedia Presentations ◽  
Future Directions ◽  
The Future ◽  
E Learning ◽  
How People Learn ◽  
Interactive Simulations

E-learning refers to computer-delivered instruction including multimedia presentations, interactive simulations, educational games, and virtual classrooms. This chapter shows how e-learning can play an important role in lifelong learning to the extent that it is informed by research-based principles of instructional design and consistent with how people learn. The chapter provides an introduction to applying the science of learning to e-learning, summarizes a research-based theory of e-learning, summarizes research-based principles for the design of e-learning, and suggests future directions for research on e-learning.

Instructional Design and Online Standards

2021 ◽  
pp. 412-433
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Student Learning ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Design Standards ◽  
Online Teaching And Learning ◽  
Online Instructional Design ◽  
Instructional Design Principles

Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.

An Ontological Approach to Online Instructional Design

2011 ◽  
pp. 1771-1792
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Instructional Design Model ◽  
Design Model ◽  
Future Research ◽  
Online Instructional Design ◽  
Business Course ◽  
E Learning ◽  
Online Business

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

An Ontological Approach to Online Instructional Design

2010 ◽  
pp. 1-23 ◽  
Author(s):  
Robert Z. Zheng ◽  
Laura B. Dahl
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Holistic Approach ◽  
Instructional Design Model ◽  
Design Model ◽  
Future Research ◽  
Online Instructional Design ◽  
Business Course ◽  
E Learning ◽  
Online Business

This chapter introduces the ontological instructional design as an alternative to the traditional instructional design in teaching and learning. By comparing the differences between traditional instructional design and e-Learning, the authors suggest that instructional design in e-Learning require a different model than the existing traditional models due to the idiosyncratic nature of e-Learning in terms of population, environment, and resources. An ontological instructional design model is proposed with a focus on the sharability, reusability and interoperability of ontological entities and design components within the ontological entities, which provides a holistic approach to online instructional design compared to the segmented, linear design approach in traditional instructional design models. A case study is included to illustrate the use and application of the ontological instructional design model in an online business course. Finally, guidelines for implementing the model are made with suggestions for future research.

Instructional Design and Online Standards

2020 ◽  
pp. 151-177
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Student Learning ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Design Standards ◽  
Online Teaching And Learning ◽  
Online Instructional Design ◽  
Instructional Design Principles

Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.

scholarly journals Exploring the Critical Factors, the Online Learning Continuance Usage during COVID-19 Pandemic

2021 ◽  
Vol 13 (10) ◽  
pp. 5471
Author(s):  
Chuan-Yu Mo ◽  
Te-Hsin Hsieh ◽  
Chien-Liang Lin ◽  
Yuan Qin Jin ◽  
Yu-Sheng Su
Keyword(s):  
Online Learning ◽  
Technology Acceptance ◽  
Family Support ◽  
Technology Acceptance Model ◽  
Online Teaching ◽  
Ease Of Use ◽  
Critical Factors ◽  
Factors Affecting ◽  
E Learning ◽  
Acceptance Model

In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.

scholarly journals Beyond xMOOCs in Healthcare Education: Study of the Feasibility in Integrating Virtual Patient Systems and MOOC platforms

2014 ◽  
Author(s):  
Natalia Stathakarou ◽  
Nabil Zary ◽  
Andrzej A. Kononowicz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Healthcare Education ◽  
Single Sign On ◽  
Domain Specific ◽  
Learning Standards ◽  
Technical Requirements ◽  
E Learning ◽  
Fundamental Requirement

Background: Massive Open Online Courses (MOOCs) are an emerging method of online teaching. However in the field of healthcare education their technology is not adopted yet. Reaching beyond the xMOOC type of courses in order to foster interactivity in the healthcare education requires domain specific software. Virtual Patients (VPs) have been integrated in the past with Virtual Learning Environments (VLEs) but extending MOOCs with VPs has not yet been discussed. Objective: To investigate the technical possibilities of integrating VPs with MOOCs for the purpose of discovering a pragmatic basis were the potential pedagogical benefits can be later studied. Methods: We selected OpenEdx and Open Labyrinth as examples of a MOOC platform and of a VP system. We conducted a literature review to identify technical requirements and e-learning standards apt for the integration. One fundamental requirement was prototyped and verified by use cases. Results: A Single–Sign on mechanism connecting Open Labyrinth with OpenEdx, employing the IMS LTI standard, has been successfully implemented and verified. Conclusion: We investigated the technical perspective of integrating VPs in MOOCs, aiming to set a base for future investigation on the topic. The results point out new opportunities arising from the infrastructure of MOOCs for integrating specialized software aiming to support the healthcare education.

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