Aesthetic Decisions of Instructors and Instructional Designers

2010 ◽  
pp. 201-218
Author(s):  
Patrick Parrish
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Instructional Designers ◽  
Design Decisions ◽  
Works Of Art ◽  
The Relationship

The same qualities that make works of art beautiful, meaningful, or at times even transformative in our lives also underlie our best learning experiences. This study sought to better understand the relationship between art and instruction by looking at how aesthetics underlie the design decisions of teachers and instructional designers. Five instructional designers and teachers were interviewed about a course or online learning product they had recently designed. The interviews explored the design decisions they had made based on how they imagined learners would experience the instruction at its beginning, middle, and ending. Participants discussed the introduction of tension to enhance engagement, worked to achieve a coherent experience for learners through narrative qualities, and demonstrated concern for the immediacy of their learners’ experiences, discussing the expected thoughts and feelings of learners at each stage of the course or module.

Aesthetic Decisions of Instructors and Instructional Designers

2011 ◽  
pp. 1904-1920 ◽  
Author(s):  
Patrick Parrish
Keyword(s):  
Online Learning ◽  
Learning Experiences ◽  
Instructional Designers ◽  
Design Decisions ◽  
Works Of Art ◽  
The Relationship

The same qualities that make works of art beautiful, meaningful, or at times even transformative in our lives also underlie our best learning experiences. This study sought to better understand the relationship between art and instruction by looking at how aesthetics underlie the design decisions of teachers and instructional designers. Five instructional designers and teachers were interviewed about a course or online learning product they had recently designed. The interviews explored the design decisions they had made based on how they imagined learners would experience the instruction at its beginning, middle, and ending. Participants discussed the introduction of tension to enhance engagement, worked to achieve a coherent experience for learners through narrative qualities, and demonstrated concern for the immediacy of their learners’ experiences, discussing the expected thoughts and feelings of learners at each stage of the course or module.

Designing Online Conversations to Engage Local Practice

2008 ◽  
pp. 177-202 ◽  
Author(s):  
Alyssa Wise ◽  
Thomas M. Duffy
Keyword(s):  
Online Learning ◽  
Knowledge Building ◽  
Learning Experiences ◽  
Design Principles ◽  
Two Dimensions ◽  
Virtual Space ◽  
Local Practice ◽  
Online Conversations ◽  
Online Environments ◽  
The Relationship

In this chapter we present a model for the design of a conversation space to support knowledge-building. While we focus on online environments, the model has much greater generality. The model, an expansion and adaptation of Nonaka’s work, considers knowledge as consisting of complementary explicit and tacit dimensions. It argues that these two dimensions of knowledge are mutually reinforcing, inseparable and irreducible and thus in order to build robust knowledge we must attend to both dimensions and, most critically, the relationship between them. Our model conceptualizes the development of knowledge as a spiral between the complementary processes of Externalization (through collective online reflection) and Internalization (through conscientious local practice) and discusses eight principles for designing online conversations to foster effective Externalization, thus promoting the knowledge-building spiral. The broader message of this chapter is that designers need to expand their frame for thinking about “online” learning to include not only the virtual space but also the local spaces which learners inhabit in order to create useful and engaging learning experiences. All of the eight design principles presented here support this consideration.

scholarly journals Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

2017 ◽  
Vol 19 (1) ◽  
pp. 73 ◽  
Author(s):  
Luz Edith Herrera Díaz ◽  
Darlene González Miy
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Community Of Inquiry ◽  
Learning Experiences ◽  
Teaching Presence ◽  
Online Course ◽  
Preliminary Study ◽  
Community Of Inquiry Framework ◽  
Basic English ◽  
The Relationship

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online course, uncovering the relationship between the community of inquiry framework (with its three forms of presence: teaching, cognitive, and social) and some indicators of the oral skill. Findings, based on learners’ perceptions, confirmed the existence of such framework and suggest that the teaching presence fosters grammar, accuracy, and vocabulary. Discussion of findings, limitations of the study and future possible research actions conclude this report.

scholarly journals Relationships Between Minority Students Online Learning Experiences and Academic Performance

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Alex Kumi Yeboah ◽  
Patriann Smith
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Academic Performance ◽  
Minority Students ◽  
Learning Experiences ◽  
Online Course ◽  
Student Body ◽  
Program Of Study ◽  
Use Of Technology ◽  
The Relationship

The study investigated the relationship between minority students’ use of technology, social media, the number of online courses, program of study, satisfaction, and academic performance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels. Analysis of variance (ANOVA) and Chi-square tests were used to find the relationship between participants’ online learning experiences and academic performance. Results showed that satisfaction and use of social media had no relationship with the academic performance of participants. However, a relationship existed between the use of technology, the number of courses in online, program of study, and academic performance. Categories that emerged from the open-ended questions were flexibility and time convenience, self-confidence, lack of support, self-regulated learning skills, and language and linguistic differences. The authors concluded that varying factors such as cultural, language, personal, and efficacy skills facilitated the academic performance of minority students in an online learning environment. This study reiterates the importance of establishing multicultural presence in an online course and suggests best pedagogical methods for teaching minority students in an online course.

scholarly journals Leveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments

2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Jill Stefaniak ◽  
Meimei Xu
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
Real World ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Dynamic Decision Making ◽  
Instructional Designers ◽  
Design Decisions ◽  
Online Environments ◽  
Authentic Learning Experiences

Authentic learning is a pedagogical approach that situates students in real-world settings. Authentic learning experiences in online environments allow learners to solve real-world problems when they immerse in real-world settings. It thereby requires instructional designers to make contextualized design decisions to enhance students’ online authentic learning experiences. The purpose of this paper is to provide instructional designers with a conceptual framework to help guide their instructional design decisions for authentic learning experiences in online environments. We purport that these design decisions should be guided by three constructs: authentic learning, decision-making, and contextual analysis. We also provide recommendations for future research on decision-making practices and processes in instructional design contexts.

Investigation of Online Learning Satisfaction During COVID 19: In Relation to Academic Achievement

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Abdul Basith ◽  
Rosmaiyadi Rosmaiyadi ◽  
Susan Neni Triani ◽  
Fitri Fitri
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Research Data ◽  
Student Academic Achievement ◽  
Learning Satisfaction ◽  
High Level ◽  
The Relationship

The aim of this research is; 1) investigating the level of online learning satisfaction among students during COVID 19; 2) analyzing the influence of differences in gender, years of study, major in determining online learning satisfaction among students during COVID 19; 3) to analyze the relationship between online learning satisfaction and student academic achievement during COVID 19. The population was 656 students at STKIP Singkawang, and then a sample of 357 students (87 males and 270 females) was taken using a simple random sampling technique. The instrument in this study was adapted from Aman's Satisfaction instrument, which was then used to collect research data. Data analysis using SPSS with descriptive statistical techniques, MANOVA, and correlation. The results showed that online learning satisfaction was at a high level, meaning that students were satisfied with the online learning that had been implemented. The major differences have a significant effect on determining online learning satisfaction. Intercorrelation shows that there is a significant relationship on each indicator of online learning satisfaction with academic achievement, meaning that the higher the satisfaction felt by students in online learning, the student's academic achievement will increase.

Retroaktive Neuverhandlung

2018 ◽  
Vol 63 (1) ◽  
Author(s):  
Daniel Martin Feige
Keyword(s):  
Original Work ◽  
The Other ◽  
Final Part ◽  
Critical Reading ◽  
The Third ◽  
Works Of Art ◽  
The Relationship

Der Beitrag widmet sich der Frage historischer Folgeverhältnisse in der Kunst. Gegenüber dem Gedanken, dass es ein ursprüngliches Werk in der Reihe von Werken gibt, das späteren Werken seinen Sinn gibt, schlägt der Text vor, das Verhältnis umgekehrt zu denken: Im Lichte späterer Werke wird der Sinn früherer Werke neu ausgehandelt. Dazu geht der Text in drei Schritten vor. Im ersten Teil formuliert er unter der Überschrift ›Form‹ in kritischer Abgrenzung zu Danto und Eco mit Adorno den Gedanken, dass Kunstwerke eigensinnig konstituierte Gegenstände sind. Die im Gedanken der Neuverhandlung früherer Werke im Lichte späterer Werke vorausgesetzte Unbestimmtheit des Sinns von Kunstwerken wird im zweiten Teil unter dem Schlagwort ›Zeitlichkeit‹ anhand des Paradigmas der Improvisation erörtert. Der dritte und letzte Teil wendet diese improvisatorische Logik unter dem Label ›Neuaushandlung‹ dann dezidiert auf das Verhältnis von Vorbild und Nachbild an. The article proposes a new understanding of historical succession in the realm of art. In contrast to the idea that there is an original work in the series of works that gives meaning to the works that come later, the text proposes to think it exactly the other way round: in the light of later works, the meanings of earlier works are renegotiated. The text proceeds in three steps to develop this idea. Under the heading ›Form‹ it develops in the first part a critical reading of Danto’s and Eco’s notion of the constitution of the artworks and argues with Adorno that each powerful work develops its own language. In the second part, the vagueness of the meaning of works of art presupposed in the idea of renegotiating earlier works in the light of later works is discussed under the term ›Temporality‹ in terms of the logic of improvisation. The third and final part uses this improvisational logic under the label ›Renegotiation‹ to understand the relationship between model and afterimage in the realm of art.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Education Students ◽  
Low Resource Settings ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

Displaying Depth in Computer Systems: Lessons from Two-Dimensional Works of Art

2005 ◽  
Vol 49 (17) ◽  
pp. 1583-1587
Author(s):  
Skye Lee Pazuchanics ◽  
Douglas J. Gillan
Keyword(s):  
Visual System ◽  
Computer Systems ◽  
Cue Integration ◽  
Two Dimensional ◽  
Cue Combination ◽  
Design Decisions ◽  
Works Of Art ◽  
Pictorial Cues

Virtual depth displays depend on static, monocular cues. Models of integrating monocular cues may be continuous (additive) or discontinuous. Previous research using simple displays and a small number of cues supported continuous cue integration. The present research is designed to expand the understanding of how the visual system integrates information from multiple pictorial cues by investigating combinations of one to ten pictorial cues in visually-rich, two-dimensional displays (paintings and photographs). Participants estimated depth in target paintings and photographs relative to a standard two dimensional display. Certain results suggest that the visual system integrates cues in a largely additive way, but after a number of cues are present there may be an additional boost in perceived depth resulting in a best-fittingdiscontinuous model of cue combination. However, this discontinuous effect may be due to designdecisions made by the painters rather than exclusively to the perceptual processes of the viewers. Analyses of these design decisions provide lessons for the design of two-dimensional displays.

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