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Journal articles on the topic 'Online learning design'

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Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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1

Rahadian, D., S. H. Bariyah, I. Nasrullah, Y. Purwanti, and K. Imania. "Development of online learning design." Journal of Physics: Conference Series 1402 (December 2019): 066044. http://dx.doi.org/10.1088/1742-6596/1402/6/066044.

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2

Park, Ji Yong. "Communication Design for Online Visual Design Learning." International Journal of Learning: Annual Review 15, no. 2 (2008): 223–32. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45605.

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3

Holmes, Wayne, Quan Nguyen, Jingjing Zhang, Manolis Mavrikis, and Bart Rienties. "Learning analytics for learning design in online distance learning." Distance Education 40, no. 3 (July 3, 2019): 309–29. http://dx.doi.org/10.1080/01587919.2019.1637716.

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4

Sheets, Laura A. "Instructional design: Resources for online learning." College & Research Libraries News 81, no. 3 (March 3, 2020): 149. http://dx.doi.org/10.5860/crln.81.3.149.

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Librarians, perhaps more than most professionals, understand the meaning of “other duties as assigned” in our job descriptions. Frequently, we are tasked with quickly learning a new technology, process, or even a new discipline with little support for training. As academia evolves and the priorities of administrations shift, so do our job duties. Although stressful, it has resulted in what I believe to be the strongest asset of librarianship and librarians: flexibility. We are quick learners, early adopters, and will (usually) roll with the punches.
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Park, Ji Yong. "Online Learning of Visual Design Course." International Journal of Learning: Annual Review 14, no. 12 (2008): 13–22. http://dx.doi.org/10.18848/1447-9494/cgp/v14i12/45528.

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6

McLaughlan, R. G., and D. Kirkpatrick. "Online roleplay: design for active learning." European Journal of Engineering Education 29, no. 4 (December 2004): 477–90. http://dx.doi.org/10.1080/03043790410001716293.

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7

Stone, Nancy J. "Environmental Design, Personality, and Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1171–75. http://dx.doi.org/10.1177/1541931218621269.

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Students completed an online tutorial presented as a video or PowerPoint presentation in a room with or without a window with blue, green, red, or white draperies to determine the impact of the environment on online learning. Students’ scores improved significantly from pretest to posttest; however, contrary to expectation, there were no main effects of windows, color, or the type of tutorial. There was a Room X Color interaction effect. Contrary to expectation, posttest scores were highest in the windowed room with red drapes and in the windowless room with green or white drapes. The lowest posttest scores occurred in a windowless room with red drapes and a windowed room with green drapes. Learners high in extraversion and agreeableness tended to have lower posttest scores, but high levels of conscientiousness were not related to performance. These results suggest that the presence of a window influences the impact of color in the learning environment, but the relation between personality and online performance is still unclear.
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Fujita, Nobuko. "Transforming online teaching and learning: towards learning design informed by information science and learning sciences." Information and Learning Sciences 121, no. 7/8 (July 23, 2020): 503–11. http://dx.doi.org/10.1108/ils-04-2020-0124.

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Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy.
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Heidemann, G., H. Bekel, I. Bax, and H. Ritter. "Interactive online learning." Pattern Recognition and Image Analysis 17, no. 1 (March 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Balalle, Dr Himendra, and Dr L. Tudor Weerasinghe. "Re-design the Classroom for Online Learning." International Journal of Innovative Research in Science, Engineering and Technology 10, no. 1 (January 18, 2021): 252–57. http://dx.doi.org/10.15680/ijirset.2021.1001043.

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11

Tanimoto, Steven L. "Distributed Transcripts for Online Learning: Design Issues." Journal of Interactive Media in Education 2001, no. 3 (September 10, 2001): 3. http://dx.doi.org/10.5334/2001-2.

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12

Park, Ji Yong. "Design Education Online: Learning Delivery and Evaluation." International Journal of Art & Design Education 30, no. 2 (June 2011): 176–87. http://dx.doi.org/10.1111/j.1476-8070.2011.01689.x.

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13

Ceraulo, Sandra C. "Instructional design for flow in online learning." eLearn 2003, no. 5 (May 2003): 2. http://dx.doi.org/10.1145/792526.792530.

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14

Mishra, Sanjaya. "A design framework for online learning environments." British Journal of Educational Technology 33, no. 4 (September 2002): 493–96. http://dx.doi.org/10.1111/1467-8535.00285.

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15

Dudíte;k, Miroslav, Nika Haghtalab, Haipeng Luo, Robert E. Schapire, Vasilis Syrgkanis, and Jennifer Wortman Vaughan. "Oracle-efficient Online Learning and Auction Design." Journal of the ACM 67, no. 5 (October 16, 2020): 1–57. http://dx.doi.org/10.1145/3402203.

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Czerkawski, Betul C. "Networked learning: design considerations for online instructors." Interactive Learning Environments 24, no. 8 (June 29, 2015): 1850–63. http://dx.doi.org/10.1080/10494820.2015.1057744.

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17

Smith, Tara, and Rowena Barrett. "Online learning." Journal of Small Business and Enterprise Development 23, no. 1 (February 15, 2016): 207–23. http://dx.doi.org/10.1108/jsbed-05-2014-0083.

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Purpose – If owner-managers engage in management development activities then chances of success may be improved for small businesses. But small business owner-managers (SBOMs) are a difficult group to engage in management development activities. While practitioners worry about timing, content and location of development activities, the purpose of this paper is to examine what drives SBOMs to participate in an online discussion forum (ODF) as a form of management development. An ODF was run with SBOMs and the factors affecting their participation are reported from this exploratory study. Design/methodology/approach – A qualitative methodology was used where data gathered from three sources, the ODF posts, in-depth interviews with participants and a focus group with non-participants. These were analysed to evaluate factors affecting participation of SBOMs in an ODF. Findings – The findings point to the importance of owner-managers’ attitudes. Attitudes that positively affected SBOMs participation in the ODF included; appreciating that learning leads to business success; positive self-efficacy developed through prior online experience; and an occupational identity as a business manager. Research limitations/implications – Few SBOMs participated in the ODF, which is consistent with research finding that they are a difficult group to engage in management development learning activities. Three forms of data were analysed to strengthen results. Practical implications – Caution should be exercised when considering investment in e-learning to develop the managerial capabilities of SBOMs. Originality/value – Evidence of the factors important for participation in an informal voluntary ODF. The findings suggest greater emphasis should be placed on changing attitudes if SBOMs are to be encouraged to participate in management development activities.
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Inventado, Paul Salvador, and Peter Scupelli. "An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale." Interaction Design and Architecture(s), no. 33 (June 20, 2017): 11–32. http://dx.doi.org/10.55612/s-5002-033-001.

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“Ensuring inclusive and quality education for all to promote lifelong learning” is among the United Nations’ global time-critical sustainable development challenges. Massive open online courses and other online learning systems can potentially address this challenge by fostering high quality online learning at scale. However, online learning introduces complex challenges that involve multiple disciplines, varied learning contexts, and diverse learner backgrounds. There are plenty of research initiatives that try to address this problem, but they are fragmented efforts that could benefit from a community effort. We propose an online learning collaboratory framework to leverage and connect ongoing research efforts. In this paper, we propose four objectives for the online learning collaboratory and discuss existing work aligned with such objectives, which are: evaluation and refinement of instructional designs, interdisciplinary communication through design patterns, design pattern implementation, and bridging communities of practice. The collaboratory should bridge different communities through design patterns and connect datadriven practices and tools to address multidisciplinary learning challenges at scale.
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19

Robinson, Linda E., Robert D. Hannafin, and David R. Parker. "Online Bounded Learning Community Using Universal Design and Adult Learning." International Journal of Technology, Knowledge, and Society 4, no. 3 (2008): 145–58. http://dx.doi.org/10.18848/1832-3669/cgp/v04i03/55882.

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20

Schaffer, Scott P., and Shawn M. Overcast. "Learning system design considerations in creating an online learning environment." Performance Improvement 40, no. 9 (October 2001): 38–45. http://dx.doi.org/10.1002/pfi.4140400908.

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21

Shepherd, Craig E. "Considering Structure in Online Learning." Journal of Technology-Integrated Lessons and Teaching 1, no. 2 (December 17, 2022): 24–35. http://dx.doi.org/10.13001/jtilt.v1i2.7383.

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This week-long, asynchronous online module introduces the theory of transactional distance, particularly the component associated with structure, to graduate-level instructional design students enrolled in a seminar course about online learning. Learners were also introduced to publicly available Quality Matters rubrics and other readings associated with the effective design of online instruction. To demonstrate their understanding of the topic, learners imported skeletal learning resources into a course shell and developed them further in terms of sequence, clarity, organization, and purpose based on assigned readings and discussions. Because dialogue and accessibility concepts were covered more fully in later modules, these topics were minimized during this module. Topics: distance education, online learning, learning management system, course design, structure, clarity, organization. Time: One week was allocated for this lesson.
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22

Nadira, Benmedakhene, Derdour Makhlouf, and Mohamed Amroune. "Personalized Online Learning." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–15. http://dx.doi.org/10.4018/ijwltt.20211101.oa8.

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The success of MOOC (massive open online courses) is rapidly increasing. Most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning. However, many limitations, such as learners' diversity, lack of motivation, affected learners' outcomes, which unfortunately raised the dropout rate. Thus, multiple solutions were afforded on MOOC platforms to tackle these common problems. This paper suggests a model outline of a customizable system Context-Driven Massive Open Online Courses that could be implemented in any learning environment, and that goes hand in hand with learners' context to boost their motivation towards learning, and to help identify their learning needs. The paper introduces CD-MOOC following a learner-based approach by employing two types of users' data; long-term and short-term data assembled form learners' online traces when interacting on the platform. The data help users design their own learning path based on their context and preferences.
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23

Harati, Hoda, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, and Shadow William Jon Armfield. "Online Adaptive Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (October 2020): 18–35. http://dx.doi.org/10.4018/ijwltt.2020100102.

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Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on this model, the Adaptive Self-regulated Learning Questionnaire (ASRQ) was developed. The reliability and validity of the ASRQ were evaluated via the review of a content expert panel, the Cronbach's alpha coefficients, and confirmatory factor analysis. Overall, the results supported the theoretical framework and the new ASRQ in an ALE. In this article, the theoretical and practical implications of the findings were discussed.
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Murphy Odo, Dennis, Christi Pace, and Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning." in education 23, no. 1 (June 7, 2017): 41–65. http://dx.doi.org/10.37119/ojs2017.v23i1.279.

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This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.Keywords: Online communities of practice; socialization; web seminars (webinars); professional development; critical literacy
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Rosenblum, Jason. "Best Practices in Project-Based Learning." International Journal of Digital Literacy and Digital Competence 11, no. 1 (January 2020): 1–30. http://dx.doi.org/10.4018/ijdldc.2020010101.

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A retrospective case study design was used to analyze online instructional technology courses at two US universities. A project-based learning design model was used for both complete online delivery and emergency remote teaching formats. Although deep areas of scholarship exist for online learning, project-based learning, and digital media literacies, research in the area of project-based learning designs to support technical learning in online courses is nascent. A review of these areas of literature is presented, and results from this case analysis are presented as recommendations to faculty who wish to design project-based learning for online technical courses, or for those who are planning emergency remote teaching conversions for similar technical courses.
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Nguyen, Ngoc Buu Cat. "Improving Online Learning Design for Employed Adult Learners." European Conference on e-Learning 21, no. 1 (October 21, 2022): 302–9. http://dx.doi.org/10.34190/ecel.21.1.554.

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With the growing need for developing competence at workplaces, the number of employed adult learners is increasing in higher education institutions to follow continuing education. Often they are educated and treated as traditional students. To satisfy the learning demands of employed learners, work-integrated education has emerged to spotlight the importance of the integration of work and education in contemporary education. Many studies show that employed adult learners have different and more complex ways of learning compared to traditional students. Furthermore, employed adult learners have lacked the attention of researchers and educators to enhance their learning in general and online learning in particular. Meanwhile, online learning is a preferred way for learners who work and study in tandem. This study aims to make the online learning design for employed adult learners more effective and adaptable to their circumstances by asking the research question “How can online learning design for employed adult learners be improved?”. The case study of a course for employed adult learners was examined with a mixed method approach including interview and learning analytics. The interview data laid the groundwork for developing assumptions and hypotheses for the examination of employed adult learners’ learning patterns. Learning analytics consist of data visualization, which revealed employed adult learners’ learning patterns, and statistical tests, which inspected the validity and reliability of the patterns revealed by the log data. The log data were extracted from the learning management system, which recorded the educational activities of the learners during the course. This study exposed the pitfalls of the learning design including average to low engagement not only in learning but also in the course. As a result, the indicators to improve the online learning design for employed adult learners comprise investing in learning materials and increasing online interaction to fortify learner engagement in the course, thereby enhancing course completion. The indicators are viewed as the first step in the process of developing a proper and effective online learning design for employed adult learners. Finally, the reflection on online interaction for employed adult learners is also discussed.
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Pu, Chunfang. "Design and Application of English Online Learning Platform." Wireless Communications and Mobile Computing 2022 (August 31, 2022): 1–12. http://dx.doi.org/10.1155/2022/9693192.

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In order to solve the problems of the existing English online learning platforms, such as the single way of providing learning content and the unclear learning purpose, this article proposes to build a cloud computing online learning platform based on data correlation mining label distribution learning algorithm. With the help of distributed computing and virtualization technology, the software and hardware resource virtualization resource pool is integrated to build an open online learning system, which can change the defects of traditional English online learning system to the maximum extent. At the level of 10000 iterations, the average number of system requests is 2.17/s. The system runs steadily and can meet the English learning needs of student users; it can be popularized and applied in English teaching practice.
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Abbas, Uzair, Memoona Parveen, Ambreen Ashfaque, Ramlah Naz, Sidra Zaheer, and Zaheer Amjad. "Online versus Traditional Learning: Outcomes of First Online Learning Experience." Pakistan Journal of Medical and Health Sciences 15, no. 9 (September 30, 2021): 2248–50. http://dx.doi.org/10.53350/pjmhs211592248.

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Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was significantly higher than that of group A, studied through the traditional method in all three modules, foundation module, locomotor module, and blood module. Group B secured a significantly higher mean score than that of group A with a significant p-value of <0.001, 0.043, and 0.001respectively. Conclusion: The score gained by online learners using virtual teaching methods was significantly higher than those who were taught by traditional method. The results of this study imply that using online educational teaching and learning can lead to the promotion of educational level and enhancement of score levels in students. Keywords: Online learning, Traditional learning, Medical education
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Patak, Andi Anto, Hamimah Abu Naim, Amar Ma'ruf, and Mohd Najib Abdul Ghafar. "Design and Validation of Online Learning Environment Questionnaire." International Journal on Advanced Science, Engineering and Information Technology 6, no. 3 (May 10, 2016): 334. http://dx.doi.org/10.18517/ijaseit.6.3.732.

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30

Charalambos, Vrasidas, Zembylas Michalinos, and Richard Chamberlain. "The Design of Online Learning Communities: Critical Issues." Educational Media International 41, no. 2 (September 2004): 135–43. http://dx.doi.org/10.1080/09523980410001678593.

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31

Stevenson, Michael, and John G. Hedberg. "Learning and design with online real-time collaboration." Educational Media International 50, no. 2 (June 2013): 120–34. http://dx.doi.org/10.1080/09523987.2013.795352.

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32

Alem, Leila, and Simon Kravis. "Design and evaluation of an online learning community." ACM SIGGROUP Bulletin 25, no. 1 (January 2005): 20–24. http://dx.doi.org/10.1145/1067699.1067703.

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33

Carlén, Urban, and Berner Lindström. "Design for co-moderation in online learning communities." International Journal of Web Based Communities 8, no. 4 (2012): 408. http://dx.doi.org/10.1504/ijwbc.2012.049557.

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34

Morong, Gail, and Donna DesBiens. "Culturally responsive online design: learning at intercultural intersections." Intercultural Education 27, no. 5 (September 2, 2016): 474–92. http://dx.doi.org/10.1080/14675986.2016.1240901.

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35

Wright, M. Keith. "A Design Theory for Vigilant Online Learning Systems." International Journal of Information Systems in the Service Sector 8, no. 1 (January 2016): 13–33. http://dx.doi.org/10.4018/ijisss.2016010102.

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There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to extend information systems design theory to a design theory of vigilant online learning systems. It is hoped that this research note will help guide software developers and academics studying how to design future online learning systems for the immature student.
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Zhai, Gangjun, Ying Wang, and Lin Liu. "Design of Electrical Online Laboratory and E-learning." IERI Procedia 2 (2012): 325–30. http://dx.doi.org/10.1016/j.ieri.2012.06.096.

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37

Gronseth, Susie. "Inclusive Design for Online and Blended Courses." Educational Renaissance 7, no. 1 (December 17, 2018): 14–22. http://dx.doi.org/10.33499/edren.v7i1.114.

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Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning materials, engage in learning experiences, and demonstrate the knowledge and skills they have learned. This paper describes practical applications of WCAG and UDL for the design and facilitation of inclusive online and blended courses in the post-secondary setting.
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Toro-Troconis, Maria, Jesse Alexander, and Manuel Frutos-Perez. "Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics." International Journal of Higher Education 8, no. 6 (October 15, 2019): 171. http://dx.doi.org/10.5430/ijhe.v8n6p171.

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This paper presents the learning design framework used in the design of the Online MA in Photography at Falmouth University. It discusses the importance of evaluating the success of online learning programmes by analysing learning analytics and student feedback within the overall pedagogic context and design of the programme. Linear regression analysis was used to analyse the engagement of three cohorts of students that completed four modules of the Online MA Photography (n=33) with over 80,000 entries in the dataset. The research explored student engagement with online content that promoted low-order cognitive skills (i.e. watching videos, reading materials and listening to podcasts) as well as high-order cognitive skills (i.e. participating in online forums and webinars). The results suggest there is weak evidence of an association between average overall mark in all modules and the level of engagement with self-directed content (P = 0.0187). There is also weak evidence of an association between average overall mark in all modules and the level of engagement in collaborative activities (P < 0.0528). Three major themes emerged from the focus group 1) weekly forums and webinars, 2) self-directed learning materials and 3) learning design and support. Online learning was acceptable and convenient to postgraduate students. These findings are discussed further in the paper as potential predictors of student performance in online programmes.
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Mariono, Andi, Bachtiar Syaiful Bachri, Andi Kristanto, Utari Dewi, Alim Sumarno, Citra Fitri Kholidya, and Hirnanda Dimas Pradana. "Online Learning in Digital Innovations." Journal of Education Technology 5, no. 4 (November 26, 2021): 547. http://dx.doi.org/10.23887/jet.v5i4.40115.

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Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments used to collect data are questionnaires and test sheets. The technique used to analyze the data is descriptive qualitative, quantitative, and statistical analysis. The results of the material expert test are 90% with the "very good" category. 90% "very good" learning design expert test, 90% media expert test in the "very good" category, and 95% student trials in the "very good" category. Based on data analysis, learning media for learning media is proven to be effective in learning. This finding proves a difference between the control class tcount value which is smaller than the experimental class tcount (3,558 < 5,610). The development of online learning can be helpful for students in carrying out learning caused by the limitations of distance and time. This bold course has innovative values, including independent online practice tests using camera simulators equipped with audio and video to make learning more interactive.
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Chen, Li-Ling. "Designing Online Discussion for HyFlex Learning." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 191–98. http://dx.doi.org/10.12973/ijem.8.1.191.

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<p style="text-align: justify;">There are pedagogical challenges for the ideal balance of online community building and interaction among students and instructors for HyFlex learning. One of the challenges focuses on how instructors can effectively select and design an online discussion modality to promote positive, vigorous, and encouraging online asynchronous discussion to engage students. This research study adopted an exploratory mixed method approach designed to investigate student’s satisfaction level and academic performance with different interface design platforms for online discussion in HyFlex delivery modality education courses. Study results indicated that different interface design for online discussion platforms had a significant impact on students’ academic achievement for online discussion assessment although there is no significant impact on students’ overall satisfactory levels toward the courses. Implications from the results suggest a need to design and integrate effective online discussion platform to engage students and promote social learning in HyFlex learning environments.</p>
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Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (December 15, 2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper highlights the ways students capture and organise urban information and construct their intervention contexts. The study points out that time, flow and narrative are key in transforming understanding of context. Based on such three aspects, the data reveals the unseen urban patterns, emerging in the imbalance relationship between user and the environment, the disconnection of urban services, and the hidden variety of urban experience. The study reflects how these urban patterns informs the ways students define and situate themselves in the context, shifting existing ideas of context and its corresponding methodologies in the architectural education.
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42

Pfeiffer, Anke, and Dieter Uckelmann. "Fostering Lab-Based Learning with Learning Analytics." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 14 (November 22, 2022): 4–27. http://dx.doi.org/10.3991/ijoe.v18i14.35073.

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Digital learning environments, such as online laboratories offer many opportunities for collecting data for Learning Analytics (LA). This article presents a systematic literature review for LA in laboratory based learning environments for Higher Engineering Education, which yielded 23 key references. The focus of the study was formed by the following research questions (RQ): What types of data are currently collected in online laboratories (RQ 1)? How is LA used to support learning and teaching processes as well as the design of the online-laboratory environment (RQ 2)? What design recommendations for the use of LA in laboratory-based learning environments can be derived (RQ 3)? The gained results show that LA can be used to provide feedback for simple as well as for complex learning processes in online laboratories. Moreover, it assists data-informed decision making for teaching and learning processes as well as for the design of the lab environment. Implications for future research projects were derived based on the findings and should contribute to the advancement of research on LA in online laboratories.
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Mardiana, Dina, and Umiarso El-Rumi. "The Development of Students’ Self-Regulated Learning Through Online Learning Design." TARBIYA: Journal of Education in Muslim Society 8, no. 2 (March 15, 2022): 119–34. http://dx.doi.org/10.15408/tjems.v8i2.22804.

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AbstractSelf-regulated learning is one of the most important factors in online education. This research focused on exploring how the learning design of an online Islamic education course called Pendidikan Agama Islam (PAI) facilitated the development of students’ self-regulated learning. This study was situated at the State University of Malang (MUs), Indonesia and used qualitative approach in the form of case study as its methodology. The data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. The research found that the PAI course at State University of Malang (MUs) had four learning design stages consisting of stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. This stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emerge of the technical-didactic side of online Islamic education learning through a designed learning design stages so that in the end it will lead to benefits in achieving educational goals more effectively.AbstrakPembelajaran mandiri merupakan salah satu faktor terpenting dalam pembelajaran online. Penelitian ini berfokus pada eksplorasi tentang bagaimana desain pembelajaran daring matakuliah pendidikan Islam yang disebut Pendidikan Agama Islam (PAI) memfasilitasi pengembangan pembelajaran mandiri mahasiswa. Penelitian ini berlokasi di Universitas Negeri Malang (MUs), Indonesia dan menggunakan pendekatan kualitatif berupa studi kasus sebagai metodologinya. Data dikumpulkan melalui dokumentasi, wawancara berbasis online, dan observasi. Setelah dikumpulkan, data kemudian dianalisis menggunakan model interaktif Miles, Huberman, dan Saldana. Penelitian menemukan bahwa matakuliah PAI di Universitas Negeri Malang (MUs) memiliki empat tahap desain pembelajaran yang terdiri dari stimulasi dan identifikasi masalah, analisis konten masalah pembelajaran, verifikasi hasil, dan generalisasi. Tahapan ini memfasilitasi pengembangan pembelajaran mandiri mahasiswa, sebagaimana terlihat melalui tiga indikator yang dimiliki oleh masing-masing mahasiswa, yaitu, kreativitas, kemampuan berpikir kritis, dan regulasi diri. Implikasi dari penelitian ini adalah munculnya sisi teknis pembelajaran daring Pendidikan Agama Islam melalui tahapan desain pembelajaran yang dirancang sehingga pada akhirnya akan bermanfaat dalam mencapai tujuan pendidikan secara lebih efektif. How to Cite: Mardiana, D, Umiarso. (2021). The Development of Students’ Self-Regulated Learning Through Online Learning Design. TARBIYA: Journal of Education in Muslim Society, 8(2), 119-134. doi:10.15408/tjems.v8i2.22804.
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El-Rumi, Umiarso. "The development of students’ self-regulated learning through online learning design." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 1 (May 17, 2022): 53–67. http://dx.doi.org/10.21831/jk.v6i1.44980.

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This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course at the State University of Malang had four learning design stages: stimulation and problem identification, learning problem-content analysis, verification of results, and generalization. These stages facilitated the development of students’ self-regulated learning, as observed through three indicators owned by each student, namely, creativity, ability to think critically, and self-regulation. The implication of this study is the emergence of the technical-didactic side of online Islamic education learning through a designed learning design stage so that, in the end, it will lead to benefits in achieving educational goals more effectively.
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Tamara, Dewi, Tathit Surya Arjanggi, and Lukman Akhmadi. "E-LEARNING DESIGN, MANAGEMENT SUPPORT AND STUDENT ENGAGEMENT IN ONLINE LEARNING." EPH - International Journal of Educational Research 4, no. 2 (August 13, 2020): 1–7. http://dx.doi.org/10.53555/ephijer.v4i2.66.

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The online course system offers the opportunity for learners to improve their competence without the obstacles of distance and time. However, we must ensure that online learning remains of quality and provides optimal results. One of the things that influence the quality of education is student engagement, to determine the effect of management support variables and online learning design variables on learner engagement within the scope of the company are the objectives of this research. The statistical test methods performed were statistical tests of validity, reliability, discriminant validity and testing the effect of factors using Smart PLS 3.2.9 software. Evaluation data obtained through a questionnaire distributed to respondents of PT. Pupuk Kaltim who has participated in e-learning learning. We accept both hypotheses. The elearning design has a significant positive effect on Student Engagement and Management Support has a significantly positive effect on Student Engagement.
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Uden, Lorna. "An Engineering Approach for Online Learning." International Journal of Distance Education Technologies 1, no. 1 (January 2003): 63–77. http://dx.doi.org/10.4018/jdet.2003010104.

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The design and development of effective online courses for distance learning is a complex process involving many forms of expertise. Several disciplines such as instructional design theories, software engineering principles, human-computer interaction and multimedia are involved. It is not always feasible for a novice to be familiar with such a range of expertise. A methodology integrating all of these various disciplines is urgently needed. The Courseware Engineering Methodology (CME) has been developed by the author to guide novices to design effective online courses, based on the integration of the various disciplines. CEM has been used successfully by over 70 students at a UK university to develop their online courses in the last few years. This paper describes the CEM development process. The CEM process consists of four models. The pedagogical model is concerned with the pedagogical aspects of the course; the conceptual model, dealing with the software engineering aspects of the design; the interface model relating to the interface of the course, and the Web modelling that deals with the Web useability and navigation issues of the course. Each of the nodels will be briefly reviewed. Design principles concerning both the pedagogical and interface models will be further discussed. The paper concludes by stating the benefits of using an engineering approach to online development and reuse.
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Fasso, Wendy, Cecily Knight, and Bruce Allen Knight. "A Learner-Centered Design Framework for E-Learning." International Journal of Online Pedagogy and Course Design 4, no. 4 (October 2014): 44–59. http://dx.doi.org/10.4018/ijopcd.2014100104.

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This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of contemporary online learning to clarify considerations of the learning outcomes, learning processes and learner performance when designing online learning that is mediated by education technology. This integrative approach will support mentored, reflective learning design and design-based research aimed at improving both the experience and outcomes of online students. The paper contends that this framework presents a useful design that reflects the nature of contemporary online learning environments.
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Li, Jie. "Design, Implementation, and Evaluation of Online English Learning Platforms." Wireless Communications and Mobile Computing 2021 (May 12, 2021): 1–11. http://dx.doi.org/10.1155/2021/5549782.

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With the rapid development of internet technology, various online learning platforms have emerged. The combination of the internet and education is an inevitable trend, and smart online learning platforms based on neural network become popular. This paper introduces how to design online English learning platforms through a neural network. It proposes the construction of a universally designed online English learning platform and the design of an online English learning platform server development architecture. Then, the implementation of online English learning platforms is discussed. Evaluation of the platforms is also very important, which is conducted through two questionnaire surveys. The first survey is general and the second one is more specific. Results of both surveys show that the learners’ demand for online English learning platforms is still growing, especially among the young learners. In addition, this paper reports the results of the feasibility analysis and performance test of online English learning platforms: (1) The well-designed online English learning platform has relatively complete functions and meets the needs of both students and teachers. It includes a series of functional modules such as students’ registration, analysis of students’ profile, courseware and learning resources management, test management, test score analysis, interactive discussion, online monitor and feedback. (2) There are no major defects in the implementation of the online English learning platform in this experiment. (3) The reliability and security of the online English learning platform are relatively high.
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Huertas-Abril, Cristina A., and Barbara Muszyńska. "Learning Design Preferences in LMOOCs." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 1 (January 2022): 1–17. http://dx.doi.org/10.4018/ijcallt.291106.

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Massive Open Online Courses (MOOCs) have come to stay supported by the development of educational technologies, and within them Language MOOCs (LMOOCs) are a phenomenon that has risen expectations but also shown their limitations. This study aims at comparing students’ preferences from two universities (UCO, Spain, and ULS, Poland) regarding the learning design preferences of LMOOCs and analyze whether there are differences based on sociocultural context, gender and educational stage. The respondents (n = 260) stated to be in favor of a balance between the constructivist and instructionist educational practices in online language courses. The findings reveal significant differences regarding LMOOCs learning and feedback design in terms of gender and sociocultural context, while no significant differences were found between undergraduate and postgraduate students. These results may be used to plan innovative and effective learning situations that suit learners’ needs and preferences, which should lead to higher quality of learning, and higher learner engagement and satisfaction.
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Bernardo, Nuno, and Emilia Duarte. "Design, education, and the online tech-pandemic." Strategic Design Research Journal 13, no. 3 (December 23, 2020): 577–85. http://dx.doi.org/10.4013/sdrj.2020.133.22.

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Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.
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