Dissertations / Theses: 'Online learning design'

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Wargo, Katalin. "Online Faculty Development: Disorienting Dilemmas In Learning To Teach Online." W&M ScholarWorks, 2021. https://scholarworks.wm.edu/etd/1627407585.

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This dissertation explores how faculty development for online teaching in higher education might facilitate transformative learning and the transfer of instructional practices across teaching modalities. The first manuscript examines how the essential constructs of transformative learning are promoted in online faculty development and which elements of faculty development help to foster transformative learning. The second manuscript describes a case study that emerged from a university faculty development seminar to prepare instructors to teach online. The purpose of this study was to examine how, if at all, the Online Faculty Development Seminar changed five participants’ perspectives of teaching. This study found written reflection activities, combined with dialogue with colleagues, and having experienced instructors come in to tour their courses and discuss lessons learned contributed to perspective transformation. The third manuscript examines whether instructional practices introduced in the seminar would transfer to instructors’ in-person teaching and how faculty development and the experience of teaching online may have facilitated that transfer. The study found participants experienced perspective transformations that affected how they perceived their role as instructors, and they transferred some online course design and instructional practices to their in-person teaching. These practices included incorporating more digital tools to in-person courses, communicating clearly and transparently, designing courses with intentionality, and paying forward the lessons they learned to assist colleagues transitioning to teaching remotely in Spring 2020. Findings suggest that a structured course design process, self-reflection activities, opportunities to dialogue with colleagues, and course tours from colleagues aided in transfer of practices across modalities.

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Sun, Susan Yue Hua. "Online Language Learning: Design and Co-configuration." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/21749.

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This thesis brings together research in the fields of computer-assisted language learning (CALL) and design for learning to investigate CALL design. It explores ways of connecting CALL design to design for learning and the wider educational design community in pursuit of advancing CALL design and producing new design knowledge for all. It draws on various frameworks and approaches of design for learning for the theoretical framing, design, analysis, and methodological modelling of six separate but interrelated research studies presented and discussed in this thesis. It argues that these frameworks and approaches merit serious consideration by CALL. CALL is situated at the intersection of technology enhanced learning (TEL) and second language acquisition (SLA). Synergies between the two fields – SLA and TEL – started to become apparent in the early 1980s and resulted in the development of CALL, which is now a well-established and permanent fixture in language learning around the world. CALL research draws mainly on the principles and practice of SLA, as well as TEL. Design for learning, while drawing on TEL, also involves design research. It recognises that (1) the contemporary learning context has become increasingly learner-centred and technology-rich; and (2) the learning process is constantly evolving, configurative, dynamic and complex, as learning activities unfold and learning (may or may not) eventuate. The central concern and focus of educational design should therefore, the design for learning community emphasises, be on the two areas, i.e. contemporary learning context and learning process. The foundational theoretical stance of design for learning assumes that learning cannot be designed, but can be designed for. This assumption is grounded firmly in contemporary theories of learning underpinned by constructivist principles and a learner-centred pedagogical approach. Furthermore, design for learning considers teaching as design and teachers as designers, as well as advocating formal representations of design knowledge for sharing and re-use. There has been a growing awareness in the CALL research community of the changing contemporary learning context and process, but effective frameworks and approaches to guide and help teacher-designers in their everyday work – analysing and designing for learner context, designing for emergent configuration and orchestration during the learning process – are still largely absent. Also absent is a structured and systematic framework for design and a shared design language among CALL practitioners. This thesis proposes ways to connect and consolidate the dialogues between the two fields through investigation and exploration of how design for learning may help broaden our understanding of CALL and strengthen CALL design. The first study is an exploratory literature review synthesising the two fields CALL and design for learning, followed by five investigations into CALL design and practice. The first two investigations - focussing on student configuration - reveal extensive details of, and new insight into, emerging activities of learners. Of particular interest and importance is a contribution to the understanding of student configuration in online language learning, e.g., social co-configuration, place-making – this being the first comprehensive framing of its kind in CALL. The third investigation is on a teacher’s ongoing design activities after a course has gone live. The findings not only provide insight into the process of designing for CALL, but also highlight the need for a shift of focus in educational design, i.e., from design-as-final-product to design-as-ongoing-process. The study also calls for a re-orientation of teachers to take a more forward-looking, proactive design stance - designing for configuration and orchestration. The last two investigations focus on the methodological aspects of CALL design. It explores possible adoption of the patterns-based approach, which will enable effective capturing and sharing of design experience and knowledge within the CALL community and beyond. The investigations attempt to develop CALL task instructions into design patterns and establish a conceptual framework for a CALL pattern language. They contribute to the literature by proposing a method to adapt design patterns and by framing a CALL pattern language. The methods used in each of the six studies varied somewhat, depending on the focus of each investigation. An overarching design-led, transdisciplinary approach was adopted throughout the research, linking all six studies. Transdisciplinarity helps researchers to develop more robust answers to problems, and construct concepts and formulate design models which better represent contemporary learning contexts and learners. In this thesis, a transdisciplinary approach helped to ground the investigations on assumptions, findings, theories, and approaches from the field of design for learning, and to build new design knowledge and models for CALL, as well as for the wider educational design community.

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Pralle, Mandi Jo. "Visual design in the online learning environment." [Ames, Iowa : Iowa State University], 2007.

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Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.

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Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.

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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.

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Winegarden, Claudia Rebola. "Visualizing Communication Structures of Nonverbal Information for Online Learning Environments." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-12012005-172840/.

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This doctoral level study aims to advance research in the visualization of Spontaneous Interactive Gestures produced by students in online learning environments, and how they can best be used as interfaces in compute-mediated communications. Visual channels, both gestural and graphical (Visual Co-Activations), will be evaluated in the performance of demonstrating participation and facilitating feedback (interaction) for online synchronous communication, more specifically multi-videoconferencing. The goal is to give a more naturalistic, integrative and interactive means of synchronous computer-mediated communication for use in future applications of distance education, based on the role of Visual Co-Activations of Spontaneous Interactive Gestures with the use of vision-based interfaces. A multidisciplinary approach within design, social and computer sciences is used in order to widen implications of the importance of design research for education and human development within computer technologies. This study employs multiple data collection procedures, a two-phase developmental design, in which qualitative and quantitative methods are employed sequentially to understand and determine the role of gestures in distance education application methods. Data suggests that joining both gestural and graphical nonverbal information is better visualized in group communication at a distance, but also demonstrates participation and facilitates interaction in online learning environments.

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Richburg, Jason E. "Online Learning as a Tool for Enhancing Design Education." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368532104.

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Lau, Kung Wong. "Learning design thinking online : studying students' learning experience in shared virtual reality." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006494/.

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My study attempts to deepen understanding about the learning experiences of design students in undertaking design-thinking exercises in a shared virtual reality. This study has identified the areas of an appropriate pedagogy for E-Learning and the use of a shared virtual environment for students in tertiary design education. Specific questions arising ji"Om this research are: (1) in what ways can the virtual environment release the creative potential of design students? (2) how does the virtual space affect the students' learning experience? and (3) what is the role of computer and virtual technology in design education? I started with the premise that virtual technologies, particularly shared virtual reality, have potential to enhance design students' learning experiences during their creative thinking processes. TWO directional hypotheses in the areas of computer-simulated learning environments and collaborative learning were introducedfor the multimodal interaction research in Phase FOUR and the postlesson online interviews in Phase FIVE. Multimodal interaction analysis, conversation analysis and textual analysis were employed to analyze diverse data from different phases. In addition, a tailor-made shared virtual reality was established in Active World ©for the multimodal interaction research. Surprisingly, the preset two directional hypotheses were not fitlly supported by the findings, whereas THREE new study domains which have been found useful in enhancing design students' creative thinking, namely (1) stimulated virtual environment, (2) game-like learning approach and (3) role-playing simulation. Similarly, this research found that design students learning experiences are enhanced by virtual stimulation, game-like learning and role-playing practices.

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Tompkins, Abreena Walker. "Brain-based learning theory an online course design model /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Snyder, Martha Marie. "The Design of Online Learning Communities for Older Adults." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/852.

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Rapid, ongoing advancements in the growth of the Internet and web-based technology coupled with the steadily increasing number of older adults in our society create a significant need for the design of safe, convenient, and accessible online learning communities for this demographic. The primary goal of this dissertation was to conduct formative research into methodologies for developing a new instructional-design theory for establishing online learning communities for older adults. The aim of this work was to apply formative research, which is a type of developmental research used to create a new design theory or improve an existing theory, to the task of identifying what aspects of the model work, what needs to be improved, and how improvements should be implemented. This type of research is recommended for expanding the knowledge base in instructional design theory. The methodology began with the selection of a situation to which the new design theory applied. Next, a case was structured based on the design theory. To design the case, the researcher used related descriptive and experimental studies in the fields of adult learning theory, instructional-design theory, human-computer interaction, learning technologies, experience, intuition, and trial and error. Then, the tentative design theory was formulated in parallel with the development and implementation of the case. Each element of the design theory was incorporated into the case so that the case became an instance of the theory. Formative data was collected (i.e., observations, documents, questionnaires, and interviews) and analyzed, and results were used to revise and elaborate the tentative design theory. The designed case was subsequently revised and additional data collected in order to fully develop the tentative design theory. Finally, recommendations for further research were offered to help further develop the theory. The results of this study have added significantly to the knowledge base for instructional design theory by providing guidelines and heuristics for the creation of online learning communities for the adult learner population.

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Downing, Jillian. "Applied learning design in an online teacher-education course." Thesis, Downing, Jillian (2015) Applied learning design in an online teacher-education course. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/30925/.

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The profile of students enrolled in higher education is changing rapidly. Compared to a generation ago, students are likely to be older, juggling study with work and personal commitments and may well be the first in their family to attend university. These students arrive at university with a significant store of life experience but often filled with trepidation about their capacity to succeed academically. Despite their classification as ‘non-traditional’ students it is usually assumed that they will engage effectively with traditional approaches in the learning and teaching environment. Yet the high attrition rate amongst this cohort suggests that providers should be considering new ways to engage and retain these students. This study investigated an alternative pedagogical approach in a teacher-education course whose cohort consisted entirely of non-traditional students. Building on previous research on authentic learning, a set of applied learning design principles was created to guide the development and delivery of a course of fully online units in a four year undergraduate degree. Applied learning is a pedagogical approach often associated with vocational education and training but it has potential for greater application within the higher education sector. The applied learning design principles guiding the course aimed to enable students to directly apply what they were learning about to real-life contexts, in order to bring theory and practice together in meaningful ways. This study investigated the experiences of students over an eighteen month period using the iterative process of design-based research, to assess the influence and effectiveness of the applied learning design principles. The findings of this study contribute new knowledge about the characteristics and needs of non-traditional students and their behaviour in the learning environment. The findings uncovered a vulnerability for self-doubt and withdrawal, sitting alongside a common desire to contribute altruistically to the learning community. Indeed, it appears the provision of opportunities to give meaningfully to the learning community may actually help students to address concerns over their worthiness and capability to succeed in higher education. The investigation concludes that an applied learning approach that respects and integrates the students’ lived experience can lead to positive, even transformational outcomes for students. This study produced new understandings of an alternative pedagogical approach in a higher education context. The applied learning design principles can assist course developers in building an environment that links university study to the workplace more effectively and facilitates the development of graduate attributes. Additionally, the findings reveal ways for teaching staff to capitalise on the affordances of web-based technology to support geographically and characteristically diverse students. In an era of unprecedented growth in the numbers of non-traditional students embarking on higher education, this investigation provides a set of tested principles to guide the pedagogical design of online teacher-education and, potentially, more broadly in higher education.

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Oraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies." Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.

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Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.

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Kavun, Natalia. "Undergraduate Students’ Experiences of Online Learning Environments." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1627938399767033.

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Burkes, Kate M. Erland Allen Jeff M. "Applying cognitive load theory to the design of online learning." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3698.

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Burkes, Kate M. Erland. "Applying Cognitive Load Theory to the Design of Online Learning." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3698/.

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The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction. Students in three different courses (N = 146) were measured on both learning performance and perceptions of mental effort to see if there were any statistically significant differences. The study utilized a quasi-experimental posttest-only control group design contrasting modified and unmodified instructional lessons. Both groups were given a posttest to measure knowledge gained from the lesson (cognitive domain of learning) and perceptions of mental effort involved. Independent samples t-tests were used to compare the mean performance scores of the treatment groups (i.e. the sections using redesigned materials) versus the control groups for all three courses. Cohen's d was also computed to determine effect size. Mental effort scores were similarly compared for each group on the overall cognitive load score, for a total of six data points in the study. Of the four hypotheses examined, three (H1, H2, H4) found no statistically significant difference between the experimental and control groups. Negative significance was found between the experimental and control group on the effect of modality (H3). On measures of cognitive load, no statistically significant differences were found.

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Vulic, John. "Online Learning from Legal Cases for Transfer: Comparison of Hybrid Productive Failure and Direct Instruction Learning Designs." Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/24639.

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This thesis reports on two studies. Study 1 aimed to add value to an underrepresented area of expert-novice research, legal higher education, through a comparison of legal academic experts with tertiary student novices. This study examined the question: what are the key differences in the ways that legal novices and legal academic experts think about and use legal concepts? Verbal protocol method compared first-year tertiary legal students and legal academic experts in their comparison of judgments across two legal cases, responses to questions, and a problem-solving transfer task. A key finding included legal academic experts generally provided more conceptually based and detailed responses than the novices in their case comparisons. Study 2 examined the question: Do learning designs that implement aspects of Analogical Encoding and Productive Failure theory within hypermedia technology learning environments influence novice depth of learning about legal concepts and their ability to apply and use this conceptual knowledge in new problems? This study applied elements of the first study to a hypermedia tutorial. Legal novice participants were enrolled into one of four tutorials, each designed using four distinct learning designs. No statistically significant differences were found across the mean results of the groups in an initial legal case analysis activity. However, the transfer advisory task revealed Hybrid Productive Failure participants scoring significantly higher than Direct Instruction participants. These higher performing participants were generally able to provide conceptual responses reflective of those of experts in study 1. The results support a potential for enhanced learning outcomes where learning activities are sequenced by ‘low structured’ minimally guided approaches prior to ‘high structured’ didactic teaching approaches.

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Boyd, James L. "Interactive simulations| Improving learning retention in knowledge-based online training courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261889.

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The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners’ ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.

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STUART, JANE SHEPHERD. "THE DESIGN AND USE OF STRATEGIES IN FACE-TO-FACE AND ONLINE INSTRUCTION." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1046806473.

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Chen, Yali. "Students’ Mobile Technology Self-Efficacy and Use Intention in Online Learning Environment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7617.

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The advance of technology has offered people new channels to learn. Online learning and mobile technology have become popular, as they provide convenience and alternative educational options. However, there is limited literature focusing on the influence of students’ perceptions on their intention to adopt mobile technology in the online learning context. There also are inconsistent research results regarding how self-efficacy and other associated beliefs relate to behavior intention. The purpose of this study was to explore the relationships between 6 variables, including students’ age, years of experience, perceived usefulness, perceived ease of use, self-efficacy, attitude toward mobile technology, and intention to use mobile technology for learning purposes. The research question was to what extent, these 6 constructs predict use intention. The theoretical framework for this study included Bandura’s self-efficacy theory and Davis’s technology acceptance model. This study employed a quantitative survey design, with the use of a well validated instrument. The data were from a sample of 97 participants from SurveyMonkey Audience. Multiple regression was the main data analysis method. Results showed that the 6 variables were able to predict use intention. Approximately 67.3% of the variance was explained by the 6 variables. Perceived usefulness, self-efficacy, and attitude had a strong correlation with use intention, and their combination presented the best prediction model. Findings of this study helped to generalize Davis’ model to mobile learning environments, thus informing educators, practitioners, and students in the online education field. The study informs practice by directing meaningful integration of mobile technology into online learning environments.

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Martin, Kenneth H. "Learning to Discuss Literature Online: Where Technology Design and Instruction Intersect." Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/MartinK2011.pdf.

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Ahmad, Arshad. "Validating a theory-based design for online instruction : the integrated learning model." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36861.

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The goal of this study is to present the empirical results of a design experiment that validates the Integrated Learning Model (ILM). The study also explores the contribution of multiple Web-tools that facilitate specific learning outcomes.
Using a multiple paradigmatic approach that blends the best of both cognitive and situative perspectives in an open-learning constructivist environment, three broad constructs were used to identify variables that influence learning. These constructs include (1) knowledge acquisition strategies ; (2) cognitive tools that support practice and (3) assessment components that capture artifacts of learning.
In addition, the ILM uses expertise, pedagogical content knowledge and self-regulation as principles that anchor instructional designs. While these principles have traditionally been operationalized separately in classroom settings, they have not been implemented simultaneously to constitute the core elements of an open-learning model. The ILM represents such a synthesis.
Data were collected from 338 students using various tools online, as well as from four surveys administered throughout the semester. Sixty percent of the participants were male with an average age of 21 years. They spent approximately six hours per week on the course. Print material, interactive practice tests and online information were the most frequently used tools. Other tools such as videos and communication software were also positively rated. The majority preferred a mixture of discovery learning and guided instruction. From the fifteen online items, three extracted factors explained 69% of the total variance and loadings were above the 0.7 threshold. These factors correspond to the three broad constructs identified above. Given these dimensions and the latent construct (learning), Structural Equation Modeling techniques were applied to confirm the ILM.
The ELM is introduced to encourage designers of Web-based instruction to engineer appropriate knowledge acquisition strategies and to practice opportunities and appropriate assessment methods that are theoretically driven and constructively aligned in an open learning environment. Such Web-designs open new doors to faculty, administrators, employers, and learners. They help to explain why participants learn meaningfully and what might enable them to create knowledge.

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Hollis, R. Benjamin. "Mind wandering and online learning| A latent variable analysis." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618884.

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Thoughts drift in everyday life and in the classroom. The goal of this study was to investigate how often students reported off-task thinking while watching online lectures. These findings were related to working memory capacity, topic interest, and achievement goal orientations. Structural equation modeling was used to evaluate how all of these factors were related and predicted performance in the course.

In the presented findings, 126 participants completed three complex span tasks, answered a 2x2 goal orientation questionnaire, responded to eight mind-wandering probes while watching two online lectures, and rated interest in the lecture topics.

In the reported models, higher levels of mind wandering predicted lower levels of academic performance. Lower levels of working memory capacity predicted higher levels of mind wandering and lower levels of academic performance. Higher levels of topic interest predicted lower levels of mind wandering. Higher levels of mastery approach orientations (those who learn to master content) predicted higher levels of task-related interference. A novel mind wandering probe, thinking about or using another technology, accounted for 29% of off-task thinking. Implications of these findings and considerations for future research are discussed.

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Henry, Kirk. "Students' Perceptions of Collaboration Tools in a Higher Education Online Collaborative Learning Environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3544.

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Higher education funding and student behavior has been changing rapidly (Dervarics,2008). Because of this, there has been an increased focus on the use of alternative tools for course delivery. One of the emerging areas of focus has been an increased interest in the use of communication and information technologies (Curtis & Lawson, 2001). Currently, there are a wide variety of flexible delivery methods that have been used as well as their associated tools. Naturally, questions have been raised about the efficacy of these tools on the quality of student-student, student-teacher, and student-content interaction (Curtis & Lawson, 2001). Interaction and Collaboration may be versatile tools within the online learning environment, but the main concern for instructional designers and instructors is improving student outcomes within the online learning environment. Unfortunately, there isn't much research to guide instructors and developers as to which online collaboration tools promote transformative pedagogy, and research appears non-existent indicating the preferences of students and faculty regarding specific online collaboration tools. A host of interactive events are possible within an online learning environment. Some are viewed as essential and others may assume a more supplemental role. Participants reported that they preferred to interact with other students and their instructor using the discussion board within the online learning environment. Additionally, the participants believe that their interaction with the text was of less importance than their interaction with the instructor. Learners indicated that the discussion board was valued over all other collaboration tools available within the course. However, it is certainly possible that in other learning environments such findings may differ. Further study is needed to determine whether the initial insights of participants reflect reasonable trends in interaction or merely an isolated instance. This study was conducted using a mixed methods research approach. Mixed methods research allows the inclusion of issues and strategies that surround methods of data collection, methods of research, and related philosophical issues (Johnson, Onwuegbuzie & Turner, 2007). When qualitative and quantitative datasets are mixed, the datasets often provide richer insights into the phenomenon than if either qualitative or quantitative datasets alone were used. Additionally, using a mixed methods approach provides strengths that offset the weaknesses inherent in each sole approach (Creswell & Plano Clark, 2007; Jick, 1979). Rather than limiting the study to a single ideology, the research was able to utilize all possible methods to explore a research problem. The results of this study provide guidelines for instructional designers developing instructional strategies for online environments. The importance of well-designed instruction was reinforced by this study. The components of "well-designed instruction" can span beyond stimulus-response or drill and practice activities to include a wide range of dynamic interactions using a wide range of increasingly specific tools. Such diverse interactions using the correct tools collectively comprise a dynamic learning environment encompassing one or more learning communities that can expand well beyond the restrictions of any single course selection, thereby connecting learners in unique ways.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD

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LUCENA, CARLOS ALBERTO PEREIRA DE. "DESIGN AND E-LEARNING: A PROPOSAL FOR CONTENT TRANPOSAL OF LEARNING RESOURCES TO ACCESSIBLE ONLINE COURSES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=13074@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
O tema desta pesquisa trata de uma relao direta entre diferentes disciplinas e conhecimentos, tendo como foco a abordagem sobre conceitos e processos no campo do Design de interfaces. O Design se encontra aqui representado como elemento centralizador da relação entre a ergonomia, a acessibilidade e o e-learning uma vez que analisa uma proposta de modelo de transposiçõao de recursos didáticos para um formato digital acessível a deficientes visuais. Os requisitos encontrados em diretrizes e padronizações nos contextos da acessibilidade e e-learning, direcionam o rumo desta pesquisa, tendo em vista que conhecimentos dos aspectos técnicos e formais destas áreas influenciam decisões que impactam em diferentes etapas do processo de implementação de uma solução digital educacional. Acreditando no e-learning como elemento pulverizador de sua base de pesquisa e ensino, o Instituto Benjamin Constant, referência nacional no que se trata ao estudo da deficiência visual, proporcionou os recursos necessários de suporte a esta pesquisa através da colaboração efetiva de seu Laboratório de Educação a Distância (IBC/LED). Esta parceria viabilizou a realização de estudos de campo, a compreensão de metodologias de ensino, a apuração de recursos didáticos disponíveis e análise da interação entre alunos deficientes visuais e um protótipo de interface educacional online produzido seguindo os requisitos conceituais e técnicos que cercam o e-learning e a acessibilidade de conteúdos digitais. O resultado da pesquisa sugere um modelo de transposição de recursos didáticos para cursos online acessíveis, assim como um checklist das etapas envolvidas neste processo.
This research is about the straight relation between several disciplines and areas of knowledge, focusing its approach over concepts and processes inside the interface Design field. Design is represented in this research as a focus point involving ergonomics, accessibility and e-learning, once it analyses a model for transposing learning resources into accessible digital content for the visually challenged. The requisites embedded in guidelines and standard languages inside the contexts of web accessibility and e-learning, led the paths of this research as the knowledge of technical and formal issues in these areas have influenced decisions that impact over different levels for the implementation of an online educational solution. The support of the Instituto Benjamin Constant, a national reference in Brazil related to the matters of visually challenged people education, was fundamental to this research through the collaboration of its Laboratory of Distance Education (IBC/LED) and their interest in spreading the research and education retained in the institute through the tools offered by elearning. This partnership allowed benefits such as field studies, the comprehension of teaching methodologies and educational resources available and the opportunity to develop usability tests involving visually challenged students and an interface prototype elaborated following web accessibility and elearning guidelines. The result of this research suggests a model for transposing learning resources into accessible online courses, as well as a detailed checklist for the steps involved over the process.

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Shaw, Cole J. (Cole Jim). "System design and architecture of an online, adaptive, and personalized learning platform." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81128.

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Thesis (S.M. in Technology and Policy)--Massachusetts Institute of Technology, Engineering Systems Division, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 76-82).
The author proposes that personalized learning can be brought to traditional and nontraditional learners through a new type of asynchronous learning platform called Guided Learning Pathways (GLP). The GLP platform allows learners to intelligently traverse a vast field of learning resources, emphasizing content only of direct relevance to the learner and presenting it in a way that matches the learner's pedagogical preference and contextual interests. GLP allows learners to advance towards individual learning goals at their own pace, with learning materials catered to each learner's interests and motivations. Learning communities would support learners moving through similar topics. This thesis describes the software system design and architecture required to support Guided Learning Pathways. The author provides detailed information on eight software applications within GLP, including specific learning benefits and features of each. These applications include content maps, learning nuggets, and nugget recommendation algorithms. A learner scenario helps readers visualize the functionality of the platform. To describe the platform's software architecture, the author provides conceptual data models, process flow models, and service group definitions. This thesis also provides a discussion on the potential social impact of GLP in two areas: higher education institutions and the broader economy.
by Cole J. Shaw.
S.M.in Technology and Policy

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Robinson, Heather A. "Faculty Experiences with Collaborative Learning in the Online Classroom." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862814/.

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The purpose of this qualitative case study was to identify the perceptions and experiences that instructors in higher education have toward providing collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, the experiences of four higher education instructors from two universities were collected concerning their provision of collaborative learning opportunities in their online classrooms. A multi-phase coding process was used to analyze the information, including the constant comparative coding method for theme and category development. Three themes emerged from the study: online communication approaches matter, there are challenges and supports for online collaborative learning, and care is at the core of online learner support. The findings are discussed and recommendations are provided for the development and design of meaningful online collaborative learning.

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Cole, Amanda Elizabeth. "Experiences of Postsecondary Students with Physical Disabilities with Online Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6985.

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Over one tenth of students in postsecondary education have a documented disability as defined by the Americans with Disability Act. However, faculty and course designers often lack understanding of these students' experiences, which leads to insufficient accommodations. The purpose of this basic qualitative study was to explore the experiences of students with physical disabilities (SWD) in online courses. The research was grounded in self-determination theory, which posits 3 basic needs for self-actualization: autonomy, competence, and relatedness. This theory in combination with universal design for learning provided a lens for exploring these experiences. Data collection included 8 interviews with postsecondary students with a physical disability. Data were coded using a combination of value codes and organized thematically. Major findings showed that SWD experience barriers in self-regulation, minimizing of their disabilities, pressure to overachieve, specific knowledge of available resources, isolation, and miscommunication. However, through proper online learning, SWD experience benefits in self-regulation, self-pacing, an increasing sense of confidence and pride, stamina, connection to peers, positive discussions, and advocacy for themselves and others. This research has implications for social change as an evidentiary tool for advocacy when exploring the benefits of taking online courses for SWD and as an awareness tool for teachers and other stakeholders in online education who wish to adapt to best practices.

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Jones, M. Anita. "A Study of Satisfaction With Online Learning in Workplace Training." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2158.

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The American workplace and American culture have rapidly transitioned to online learning and are now more dependent on technology. Yet, in spite of a multitude of studies that explored online learning, it has not been established whether managers are satisfied with application of technology to training. The purpose of this study was to examine receptiveness as expressed by satisfaction with effectiveness of online training among managers to determine if a relationship exists for age, position, and length of service. The research was based on theoretical foundations of Herzberg's theory of motivation and Herzberg's theory of job satisfaction. The goal of the study was to evaluate receptiveness as reflected by managers' level of satisfaction with the use of online learning in workforce training, and the presence of age, lengths of service, or position differences in satisfaction with online training. This quantitative study used nonexperimental stepwise multiple regression analysis, based on secondary data from the 2011 Senior Executive Service survey administered by the Office of Personnel Management of the United States government (n = 4,954). Results indicated that the number of employees managed was an influential factor in determining receptiveness, and supported age, length of service, and position differences in satisfaction with online training among managers. Results linked usage and effectiveness to satisfaction with effectiveness of online training. Based on the results, managers should add or increase online training to provide greater training capability and flexibility. The application may promote positive social change as these results could better equip managers in the public sector with greater training flexibility.

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Drury, Helen Anne. "Designing online learning for scientific writing: Collaborations, creations and transformations." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21688.

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This thesis is a multilayered approach to understanding the complex processes involved in designing, developing, implementing and evaluating online learning environments for academic writing in discipline contexts. The study is broadly situated in the field of educational design research (EDR). It brings together theories of pedagogical design, including those of multimodality and educational linguistics, with the practical implementation and evaluation of designs in context. From an applied perspective, the research addresses the problem of providing support for students to improve their academic writing, in particular the writing of the laboratory report genre, a key genre in science and engineering disciplines. For teachers and others involved in the design of online teaching and learning, the aim is to provide design principles to support the process of creating effective resources to teach academic writing online. These principles cover all stages of the process from design to evaluation. The thesis comprises three main stages which focus on the processes involved in the development of an online program for supporting students writing a report in Physiology, the Flexible Electronic Report-writing Tool (FLERT). The first focuses on the collaborations of the design team in creating the online learning resources within a ‘communities of practice’ framework. I use discourse analysis, based on the theory of systemic functional linguistics (SFL), to identify knowledge and relationship building among participants. The second draws on both multimodal social semiotics and SFL to examine how network and screen designs created for laboratory report writing programs in science and engineering have evolved over time. The third uses a multi- and mixed methods approach, together with SFL, to examine two cycles of implementation and evaluation of FLERT to assess how students have transformed their learning through their interactions with the program. The relationships among the outcomes from these three stages provides insights into: • the practice of design for learning; • the meaning making characteristics of the products of design for teaching and learning purposes; • the interactions of student users with the designed products and the influence of design features on student learning; • design principles, both general principles for online learning program design and those, at a more local level, for teaching academic writing online.

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Singleton, Krista Kirby. "Reimagining the Community of Inquiry Model for a Workplace Learning Setting: A Program Evaluation." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7944.

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The purpose of this study was to conduct an evaluation on a workplace training program using the Community of Inquiry (COI) model as a guide for course construction. Given that online and blended learning programs have gained popularity in the past two decades, companies have struggled with how to prepare trainers in the areas of online teaching methods and instructional technology usage to create an effective and engaging learning environment. In this study, I utilized the COI model, created for use in higher ed settings, in a workplace setting as a curriculum framework to revamp an unsuccessful online learning program. The new curriculum and course logistics framed three presences contained in the COI model—cognitive, social, and teaching. The researcher conducted evaluations by surveying the learners, the training team, and by direct observations of the instructional designers. Results suggested that the COI model was a good foundation for building an online learning course in a workplace setting with slight variations. A recommendation for future use in this new setting was to divide the teaching presence into two presences and create a new design presence, which makes a clear delineation between instructional design and content delivery functions.

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Lee, Hyangsook. "The Brain and Learning: Examining the Connection between Brain Activity, Spatial Intelligence, and Learning Outcomes in Online Visual Instruction." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1380667253.

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Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.

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U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine the experiences of military parents involved in homeschooling their children using online resources. The research questions were designed to explore these experiences and to create recommendations for other military families. A conceptual framework based on a constructivist learning approach and change theory informed this study. Data were collected from 9 parents with many years of experience homeschooling. The parents were interviewed via phone, e-mail, and Skype. Data were analyzed using open coding, axial coding, and hierarchical coding. Parent participants chose homeschooling due to dissatisfaction with available schools, family location, and flexibility. Online resources were described as making it easier and more engaging for students to learn and as simplifying the parents' instructional and management tasks. These alternative methods replaced or augmented traditional educational methods. Parent participants encouraged other parents to reach out and seek help early in the process. This study promotes positive social change by providing resources for alternative ways children can be educated while one or more military parent is serving and defending the United States of America.

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Kellerstedt, Brett G. "Measuring the Effect of Alternating In-class with Online Lecture on Student Learning in College Classrooms." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc500139/.

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Personalized instruction has long been a goal of behavior analysis in the education of typically developing populations, one important element of which is the delivery of lectures in new formats. This study tested feasibility of online lecture delivery by comparing online and in-class delivery of lectures using an adapted alternating treatments design. Each week, the lecture component of a unit of an introductory behavior analysis course was presented either online or in-class, alternating week to week. The alternation was counterbalanced between two sections, where one section saw the lecture for a given unit -online while the other did it in-class, allowing for comparison between lectures of a given unit as well as across units within a section. First attempt quiz scores were measured. No significant difference in the trend of quiz scores between conditions was detected, averaging 73.1% (range, 50.4% to 83.4%) for online and 72.8% (range, 54.8 to 84%) for in-class conditions. This suggests that online lectures are a feasible alternative lecture delivery in this introductory behavior analysis course. This experimental methodology may also be used to test other instructional techniques as well. The ability to place lectures online, opens the door to further, more refined, experimentation with modern instructional methods such as the “flipped classroom.”

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Conn, Samuel Steven. "A Methodology for Design and Development of an Electronic Learning (E-Learning) Network at the Regis University School for Professional Studies." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/123.

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E-learning networks are used by academic institutions such as Regis University to support synchronous and asynchronous delivery of online courses and programs. An e-learning network supports a wide range of applications and services and facilitates access to diverse e-learning implementations including virtual laboratory (V-lab) environments, knowledge repositories, storage area networks (SANs), and content delivery networks (CDNs), as well as metropolitan, regional, and international research and education configurations. As demonstrated in this dissertation, an e-learning network eliminates campus boundaries by providing infrastructure for information flows regionally, nationally, and internationally. A systems development life cycle (SDLC) methodology enables academic institutions to design and develop e-learning networks that meet educational goals and objectives and provide access to current and next-generation research initiatives. The goal of the research was to assess the capabilities of the SDLC in enabling academic institutions to design and develop new e-learning networks and/or upgrade and enhance in-place e-learning networks. In this dissertation, the author applied the SDLC methodology for design and development of an e-learning network based on findings of a chronological case study of the e-learning Academic Research Network (ARN) at Regis University between 2001 and 2005. The outcomes of this investigation demonstrate the role of the SDLC methodology as an enabler of design, development, and deployment of an e-learning network capable of meeting current and projected institutional goals and objectives.

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Perkins, Simon C. "Constellations: A participatory, online application for research collaboration in higher education interdisciplinary courses." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/91386/1/Simon_Perkins_Thesis.pdf.

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The research establishes a model for online learning centring on the needs of integrative knowledge practices. Through the metaphor of Constellations, the practice-based research explores the complexities of working within interdisciplinary learning contexts and the potential of tools such as the Folksonomy learning platform for providing necessary conceptual support.

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Wright, Robert Demmon. "Students' Attitudes Towards Rapport-building Traits and Practices in Online Learning Environments." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177265/.

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This research was a triangulated study of student attitudes towards instructors' rapport-building traits and their preferences amongst instructors' rapport-building practices in online learning environments. Participants were undergraduate and graduate students enrolled in courses within an educational technology program at a central Texas university. The study employed a mixed-methods approach involving the Likert-item assessment of learners' attitudes, the identification and prioritization of learner preferences through pairwise comparisons, and semi-structured interviews that provided richer, more detailed information. Findings indicated a strong preference for instructor-based traits and practices over pedagogically-based ones. These traits and practices loaded into the components of social presence, enjoyable interaction, and personal connection.

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Boadum, Nana Kwabena Anyani. "Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713.

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Fadel, Luciane Maria. "The impact of the interface design on social interaction in online learning environments." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487492.

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The research presented in this thesis concerns the contribution of the interface design to social interaction in online .learning environments. This thesis focuses on the design of social facilities in the interface that are intended to motivate and sustain the process of communication among students. Online learning environments present new possibilities for social interaction by promoting communication through computer networks. Although there are design constraints in creating an environment capable of supporting social interaction, previous research findings indicate that social presence is a key factor for social interaction. In this thesis, social presen~e is defined as the extent to which virtual entities that represent others are perceived as real. In addition, previous research has pointed out that social presence is affected by individual variables, social response variables and media variables, suggesting that an interface design might enhance social presence. The research in this thesis explores the interface design by investigating how placing an emphasis on interaction facilities and incorporating text, images and animation affect students' experiences 1interacting with each other. The research presented here comprises four online course experiments. The four experiments were conducted to investigate the relationship of social presence to the number of interactions, and to the three key aspects of social facility design that support social presence: 1. The visibility of interaction facilities; 2. The use of images, animation and text to present the presence of others and; 3. The use of a~ation to present system feedback. This research measured objective and subjective responses, combining student questionnaires with system logs and final grades. The research presented in this thesis identifies a range of responses that can be affected by the interface design. The overall conclusion is that the interface design can increase the number of interactions and enhance the perceived social presence in an online learning environment.

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Clemons, Christopher Alan. ""Establishing Online and Mobile Based Agriculture and Natural Resource Education Modules: A New Model for Design and Delivery to Impact Student and Faculty Success"." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/984.

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Volery and Lord noted that the rapid expansion of the Internet will play a pivotal role in the delivery mediums in which education is provided. My dissertation addresses the potential best methodology for developing more effective instruction through Internet based learning. Previous research has identified various aspects related to student learning in online settings, the Internet as a core delivery platform for information, student learning styles, and gender as a component of student success in online platforms. This study was motivated by three research goals: (1) Assess the essential components for an effective open campus model, (2) identify and analyze stakeholder perceptions of factors influencing the design, development, implementation of online coursework, and perceptions by instructional design themes (3) utilize data from literature, respondent questionnaires, agricultural learning modules, and agricultural stakeholder perceptions to propose a model for open online course design and faculty implementation of best teaching methodologies related to online instructional delivery. Using the Delphi Model for consensus, three expert panels (undergraduate agriculture students, secondary agriculture teachers, and post secondary agriculture education faculty) identified the vital components for online course frameworks addressing instructional design, application of course content, and collaborative education models within online learning platforms. To illustrate the objectives of this study, the findings support the proposal and development of the Unified Model for Online Learning and System Design.

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Le, Andrew Phong. "Design patterns for online learning environments: A structured approach for operationalizing and sharing theory-based design knowledge." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1439424.

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Bradley, Teri A. "Middle School Students' Experiences in an Online Problem-Based Learning Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6175.

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The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.

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Hollis, R. Benjamin. "Mind Wandering and Online Learning: A Latent Variable Analysis." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1385032513.

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Bawa, Papia. "Game On| Massively Multiplayer Online Games (MMOG) as Tools to Augment Teaching and Learning." Thesis, Purdue University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681049.

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The study investigated the use of Massively Multiplayer Online Games (MMOG) in English and Business classrooms in Higher Education from the context of learners’ performance outcomes, as well as stakeholders’ (learners, administrators, and faculty) perceptions pertaining to their experiences when using an MMOG based curriculum. The findings strongly suggest that MMOGs helped enhance learner performances in statistically significant ways, and provided valuable insights into elements of interest and concerns of stakeholders about MMOG usage in classrooms. Based on these insights, I designed a practitioners’ guide to assist future scholars interested in this curricular approach. This guide provides innovative tips on show how faculty, administrators and institutions may imbibe this cutting-edge technology in easy and affordable ways within classrooms, while dealing with several concerns such stakeholders may have regarding the use of such games. Given the rise in popularity of game based technology and the existing literature on the value of game based education, coupled with a paucity of studies examining applicability and implementation issues in the context of using MMOGs, I hope that this submission will be a valuable contribution to the literature.

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Benzigar, Sasikumar. "A Survey Study of the Association between Perceptions of Interactions,Learning and Satisfaction among Undergraduate Online Students." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1394725752.

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Strang, Kenneth David, and KenStrang-UQAM@yahoo com. "Advancing Project Management by Applying Learning Theories for Designing and Delivering Professional Education Online." RMIT University. School of Graduate Studies, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060411.124020.

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Online learning appeals to busy professionals and project managers (PMs) since demands from work, family, and personal interests compete with the desire to engage learning and finish courses. The thesis critically analyzes adult learning literature, then develops models, and tests the approaches at a commercial university. The professional learning model overcomes the gap in applied online learning design and delivery theories through a perspective transformation of the fundamental educational psychology principles, to shift the philosophy towards an integrated humanistic-constructivist paradigm. The key principles emphasized in this new approach are andragogical motivation, self-schema, self-efficacy, and self-regulation. A repeated-measures quasi-experiment was designed and conducted in a university online MBA program (n=48), using a scientific research methodology (that controlled confounding factors) to empirically test the professional learning factor model. Paired-treatment tests, factor covariances, coefficient of multiple determinations, and cause/effect multiple regression findings were statistically significant at the 95% confidence level (most tests exceeded 99%). A linear mathematical predictor and systemic model was substantiated from the concept testing, to quantitatively explain 66%(r²) of cause-effect variance between the contextual factors and dependent variables. These findings were compared to, and were in agreement with similar studies. The limitations of the quasi-experiments are small sample size, natural selection (as opposed to pure randomization), and generalizability to other contexts (models not yet replicated). The research makes a theoretical and empirical contribution to four stakeholder domains - Project Management (PM) professionals, adult educators, academic research community, and the PM body of knowledge. The first value claim consists of empirically proven online learning design and delivery guidelines, that can be applied and/or replicated. Secondly, the research multi-methods to decrease time-to-market for these multi-year experiments. Lastly the research evidence might promote the development of more 'soft-skills' content in PM

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Al-Shehri, Abdullah Mohammed. "The development of reusable online learning resources for instructional design students based on the principles of learning objects." Diss., Manhattan, Kan. : Kansas State University, 2004. http://hdl.handle.net/2097/35.

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Wu-Rorrer, Billy Ray. "A Case Study in Online Instruction for a Non-Laboratory-Based Course in Herbaceous Plants." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/30831.

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This case study examined asynchronous online instruction to suggest practices of delivering a traditional lab-based course via the Internet and effective ways of teaching in such an environment. Numerous studies were outlined to compare traditional and distance education student outcomes, commonly referred to as the media comparison approach. This approach, as it pertains to the instructional design process, was outlined in-depth to provide an outline for future online courses in Herbaceous Plants.

The instructorâ s enthusiasm and interests about delivering an online course led to the development and implementation of the first Herbaceous Plants course at The George Washington University. The course was offered in an attempt to address the growing needs and requests of the Landscape Design students for a course on herbaceous plants.

Institutions can use this study to gain insight into the technologies used in distance education and how traditional lab-based courses can be taught through asynchronous, online environments. A well developed distance education program can be a time saving, cost-effective solution in higher education. In order to implement similar courses, institutions should complete individualized instructional designs prior to the development of the course.

While technologies such as the Internet, email, and videostreaming have effectively facilitated dramatic increases in our abilities to disseminate information, distance education is not the solution to every educational challenge. In time, online instruction will take its place in contemporary education while continuing to expand educational opportunities to new and distant audiences whose quest for knowledge would otherwise be hampered by time or distance.

Master of Science

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Stearns, Heather. "INTEGRATING KEY ELEMENTS IN AN E-LEARNING CURRICULUM FOR AN OPTIMUM EDUCATIONAL AND INTERACTIVE USER EXPERIENCE." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3292.

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This study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every organization's needs. Research shows that to ensure a successful online learning implementation, a sound project management team must be in place at the beginning of the project planning. This team must be prepared to collaborate with managers and users across an organization and carefully incorporate their suggestions into the curriculum design. Additionally, this team must be experienced not only in making sure that the project is launched on time and within the defined budget, but also in asking pertinent questions about the users, content structure, and design. Implementing an e-Learning site involves more than putting a Web page online for users to view. Developers must know about adult learning styles, must know how to incorporate interactive activities (like games and simulations), and must know how to write content so that it is engaging yet understandable.
M.A.
Department of English
Arts and Humanities
English MA

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Haidar, Noha Adib. "Perceptions of Higher Education Online Learning Faculty in Lebanon." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/104.

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The purpose of this case study was to explore faculty attitudes toward online learning in a Lebanese Higher Education Institution (HEI). The research problem addressed the disinterest among faculty at the Arts, Sciences, and Technology University of Lebanon (AUL) in enhancing learning using online technology. The research questions for this study explored the attitudes of the faculty toward applying online learning and the extent of the faculty readiness to adopt this technological change. A qualitative case study design was used that employed multiple sources of information including semi-structured interviews and existing literature. The target population was AUL faculty including full-time instructors and administration (n = 25). Data analysis was guided by the lens of Kanter's theoretical approach, which focused on the ADKAR model for adopting change in faculty's awareness, desire, knowledge, ability, and reinforcement. Key findings indicated negative faculty impressions concerning online learning authority over technology use, culture, and changes such as increased enrollment and different teaching styles. Despite these findings, opportunity for the adoption of online learning was identified. Faculty indicated positive elements, such as the competitive advantage to be the first online institution in the Lebanese Market and higher student enrollment. These results may encourage AUL's faculty to adopt online learning and to follow the educational development steps taken worldwide. This study contributes to social change by expanding the ability of AUL and Lebanese students to compete globally.

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Dissertations / Theses on the topic 'Online learning design'

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