scholarly journals Identification of Instructional Design Strategies for an Effective E-learning Experience

2019 ◽  
Author(s):  
B S S Karthik ◽  
Brig Bhuvanagiri Chandrasekhar ◽  
Dr Rajasekhar David ◽  
Dr A Kranthi Kumar
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Thematic Analysis ◽  
Technical Assistance ◽  
Learning Experience ◽  
Instructional Designers ◽  
Successful Implementation ◽  
Design Strategies ◽  
E Learning ◽  
Depth Interviews

The objective of the study is to identify various instructional design strategies used by the instructional designers for effective the E-learning experience. Thematic analysis is used to generate the factors accountable for the successful implementation of E-learning process. To fulfill the purpose of the study, semi-structured in-depth interviews were conducted with the instructional designers, students, and corporate employees, who are associated with E-learning apps. Interviews conducted are broadly classified into three sections. The first section dealt with the personal profiles of the respondents; second part dealt with the discussion on successful instructional strategies adopted by the designers, and the third part dealt with the ease and comfort experienced by the learners while undergoing the E-learning course. Thematic analysis of the interview transcripts generated six themes, namely Technical assistance; Problem based learning, Aesthetics, Gaming, Storytelling, and Social support. This study will help the instructional designers to understand, what kind of expectations the learners have while taking up an E-learning course and how best these expectations can be addressed through design strategies by the instructional designers.

scholarly journals Students’ Conceptions of Academic Success: Themes, Guiding Lines and Contradictions

2021 ◽  
Vol 26 (1) ◽  
pp. 92-101
Author(s):  
S.V. Yaroshevskaya ◽  
T.A. Sysoeva
Keyword(s):  
Academic Success ◽  
Thematic Analysis ◽  
Sense Of Self ◽  
Learning Experience ◽  
Self Development ◽  
Open Question ◽  
Self Learning ◽  
Academic Year ◽  
Depth Interviews ◽  
The Continuum

Academic success is a popular topic of psychological and pedagogical studies, but such studies usually emphasize factors that affect academic success or variables associated with it.What constitutes academic success remains an open question if at all posited.Researchers tend to use simplified operationalizations, mainly the academic performance, and ignore the students’ point of view.The purpose of this study is to clarify students’ perceptions of academic success.A qualitative analysis of in-depth interviews about learning experience was conducted.The study involved 20 students from various Moscow universities who completed their first academic year (aged 17—42).The technique of reflective thematic analysis was applied.Main themes are the following: “Performance” (learning is considered successful if grades are high and there are no academic troubles), “Knowledge” (learning is successful if the curriculum is being assimilated, or professional knowledge increasing, of one’s horizons are expanding), “Sense of self” (learning is considered successful if there is interest in studying, enthusiasm, as well as internal comfort and/or self-development).Themes are arranged in a sequence, moving from external criteria to internal ones.A number of contradictions are found in the informants’ perceptions of success.In the continuum of themes, different understandings of success are attributed to different instances (university, profession, life activities, Self) and allow us to see the diversity and inconsistency of higher education meanings that explain the observed paradoxes.

Adult Learners Online

2018 ◽  
pp. 2086-2100
Author(s):  
Adam A. Morris ◽  
Michael T. Miller
Keyword(s):  
Adult Learners ◽  
Instructional Strategies ◽  
Formal Education ◽  
Online Courses ◽  
Learning Experience ◽  
Instructional Designers ◽  
Cultural Differentiation ◽  
Personal Experiences ◽  
Course Experience ◽  
Different Cultures

The current chapter describes how adult learners of different cultures experience and respond to online learning, and what different instructional strategies and personnel in higher education can do to develop an appropriately delivered online experience. Adult learners approach formal education differently than younger children (Olsen & Clark, 1977), namely the utilitarian functions of education and the application of learning to personal experiences, and personal needs are paramount to the learning experience (Peters & Associates, 1980). This foundation has a limited element of cultural differentiation and is complicated by using one-size-fits all online courses. Instructors, administrators, and instructional designers must all collaborate to re-think and re-build the effective online course experience: an experience with a hallmark of flexibility and diversified instructional techniques. Effective cultural responsiveness can greatly improve adult learning and potentially respond to a unique group of learner motivations.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

A Model for Evaluating Online Programs

2011 ◽  
pp. 1438-1448
Author(s):  
Amy J. Nelson
Keyword(s):  
Program Evaluation ◽  
Instructional Design ◽  
Course Design ◽  
Learning Experience ◽  
Systematic Investigation ◽  
Course Evaluation ◽  
Online Programs ◽  
E Learning ◽  
Education Activity ◽  
High Level

According to the Joint Committee on Standards for Educational Evaluation (1994), “Program evaluation is a systematic investigation of the worth of an ongoing or continuing distance education activity” (Simonson, 1997, p. 88). As such, this article addresses the issue of evaluating programs rather than courses. Although it is true that content, instructional design, and delivery greatly affect the quality of the program, course evaluation is a topic in and of itself. Frydenberg (2002) noted that program evaluation was frequently listed as a separate item in standards documentation: “While assessment of student achievement is normally described as part of instructional design and tied to specific course objectives, program evaluation is an activity that incorporates all the aspects of the e-learning experience” (p. 7). High-level aspects of course design are, however, built into program evaluation as you will see because it is impossible to evaluate an educational program without looking at courses.

A Noble Eightfold Path

2012 ◽  
pp. 143-164
Author(s):  
Julia Penn Shaw
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Instructional Designer ◽  
Teacher Expertise ◽  
Instructional Designers ◽  
Novice Instructors ◽  
Expert And Novice ◽  
E Learning ◽  
Expert Novice ◽  
Teaching Learning

Teachers teach to the level of their ability: novices can teach students to be novices: experts can teach students to be experts. Using the Buddhist Eightfold Path as a model, this chapter explores the expert/novice paradigm as a framework for e-learning, particularly as offered through instructional design that can both scaffold novice instructors to teach to a higher level of learning, and also support experts to help students reach higher goals. Three facets of the teaching/learning dialogue are explored: expertise in a domain of knowledge (teacher), expertise in acquiring deep knowledge in a new domain through learning (learner), and expertise in the instructor/learner learning interface (instructional designer). Expert and novice teaching and learning and their relationship through instructional designers will be discussed.

Adult Learners Online

2014 ◽  
pp. 16-30
Author(s):  
Adam A. Morris ◽  
Michael T. Miller
Keyword(s):  
Adult Learners ◽  
Instructional Strategies ◽  
Formal Education ◽  
Online Courses ◽  
Learning Experience ◽  
Instructional Designers ◽  
Cultural Differentiation ◽  
Personal Experiences ◽  
Course Experience ◽  
Different Cultures

The current chapter describes how adult learners of different cultures experience and respond to online learning, and what different instructional strategies and personnel in higher education can do to develop an appropriately delivered online experience. Adult learners approach formal education differently than younger children (Olsen & Clark, 1977), namely the utilitarian functions of education and the application of learning to personal experiences, and personal needs are paramount to the learning experience (Peters & Associates, 1980). This foundation has a limited element of cultural differentiation and is complicated by using one-size-fits all online courses. Instructors, administrators, and instructional designers must all collaborate to re-think and re-build the effective online course experience: an experience with a hallmark of flexibility and diversified instructional techniques. Effective cultural responsiveness can greatly improve adult learning and potentially respond to a unique group of learner motivations.

Collaborative Instructional Design Strategies in an Online Health Systems Pharmacy Degree Program

2020 ◽  
pp. 24-41
Author(s):  
Bethany Simunich ◽  
Katie Asaro ◽  
Nicole Yoder
Keyword(s):  
Instructional Design ◽  
Health Care Professionals ◽  
Online Teaching ◽  
Research University ◽  
Degree Program ◽  
Instructional Designers ◽  
Public Research ◽  
Design Strategies ◽  
Graduate Degree Programs ◽  
Public Research University

This case study describes both the process and outcome for instructional design strategies used in the design and development of a fully online Health-System Pharmacy Administration (HSPA) M.S. degree program. The development of this online degree program was a partnership between two Midwest higher education institutions: a public research university (PRU) and an interprofessional health sciences university (HSU). The PRU had instructional designers experienced with creating fully-online graduate degree programs, while the HSU had knowledgeable faculty, staff, and administrators associated with the HSPA program. Instructional designers from the public research university designed the courses collaboratively with HSPA instructors, most of whom were health care professionals with minimal background in online teaching strategies. The instructional designers created an enhanced design process that infused the collaboration with faculty development in online teaching, as well as some amount of technology training for the Learning Management System used in the HSPA program.

scholarly journals Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Krystyna Krzyszkowska ◽  
Maria Mavrommati
Keyword(s):  
Instructional Design ◽  
Student Perceptions ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Learning Model ◽  
Online Course ◽  
Learning Design ◽  
Digital Competence ◽  
E Learning

: Education authorities in Norway endorse online courses for in‑service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e‑learning model.

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

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