Journal articles on the topic 'Online learning environment design'
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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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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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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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Stone, Nancy J., Conne Mara Bazley, Michelle M. Robertson, Nancy LJ Larson, Elizabeth L. Blickensderfer, and Ronald Laurids Boring. "Designing a Global Learning Environment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 393–97. http://dx.doi.org/10.1177/1541931218621090.
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The increase in Massive Open Online Courses (MOOCs) and other “in-the-moment” learning opportunities suggests the need for an understanding of how to effectively design the global learning environment, which includes more than the content, but also includes the modes of delivery or instructional design, as well as the environment in which the learner receives the content. Therefore, not only must the learning environment match the learning content, but also the technologies used and the characteristics of the learners (e.g., engagement, self-regulated learning). Additionally, the likelihood that online learners are multitasking while interacting with the learning material makes it important to understand other aspects of the learners’ selected environment. Unfortunately, there is little research on the learners’ environment in which the student interacts with the online materials. The purpose of this panel is to address and highlight these issues and offer suggestions for designing effective global learning environments.
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Arghode, Vishal, Earl Brieger, and Jia Wang. "Engaging instructional design and instructor role in online learning environment." European Journal of Training and Development 42, no. 7/8 (September 3, 2018): 366–80. http://dx.doi.org/10.1108/ejtd-12-2017-0110.
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Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners. Research limitations/implications Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction. Practical implications This review offers strategies for improved online instructional design to achieve learning engagement. Originality/value This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.
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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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Nic Giolla Mhichíl, Mairéad, Christine Appel, Colm Ó Ciardubháin, Sake Jager, and Adriana Prizel-Kania. "Designing the online oral language learning environment SpeakApps." International Journal of Information and Learning Technology 32, no. 3 (June 1, 2015): 165–73. http://dx.doi.org/10.1108/ijilt-12-2014-0034.
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Purpose – The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction. Design/methodology/approach – A mixed method approach was incorporated as part of the development process which included a comprehensive literature and practice review, user requirement survey of 815 learner, 61 pilot studies with 7,180 students, construction of qualitative teaching scenarios and a Delphi analysis. Findings – Language learners have limited experience of using synchronous communication tools within language learning contexts. Improving usability features within the Open Educational Resources supported the notion of sustainability and that the provision of the mechanism to indicate quality were vital to support the integrity of open content. Originality/value – The paper provides an overview of the operationalisation of an action-oriented approach to language learning which manifested as a design for learning development process. It illustrates the breadth of issues raised from technical to pedagogical when teacher and learner agency are central for development and sustainability.
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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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Iwasaki, Chiaki, Yasuhiro Tada, Tomoki Furukawa, Kaede Sasaki, Yoshinori Yamada, Tsutomu Nakazawa, and Tomoya Ikezawa. "Design of e-learning and online tutoring as learning support for academic writing." Asian Association of Open Universities Journal 14, no. 2 (December 2, 2019): 85–96. http://dx.doi.org/10.1108/aaouj-06-2019-0024.
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Purpose The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education. First, the authors introduce the design of an e-learning writing program for the Japanese language and assess whether the program is an effective learning support tool for undergraduates. Second, the authors analyze and assess online tutoring support for academic writing and clarify the merits and disadvantages of online and offline tutoring at writing centers, then suggest instructional strategies by analyzing the writing tutoring process. Design/methodology/approach The authors adopted e-learning goals to assess its effectiveness. The authors asked the participants questions they could answer from five-point scales, conducted a paired t-test, and included a free description-type questionnaire. Then, to assess online tutoring, the 12 students took pre- and post-test questionnaires, after which the authors conducted a Wilcoxon signed rank test. In addition, the authors carried out a Kruskal–Wallis rank sum test in order to confirm differences in satisfaction level and the effectiveness of face-to-face tutoring and online tutoring. Findings By analyzing the pre- and post-test results, the t-test confirmed that the students found the e-learning system to be effective for nurturing academic literacy. This means the system is appropriate as a support tool for nurturing academic writing, especially writing knowledge and rules, and university must provide a comprehensive learning support environment including e-learning. Next, the authors found no statistically significant difference between face-to-face and online tutoring, although some problems with the writing process remained. So online tutoring has opportunity to promote autonomous learning. The research results make it clear that because of writing centers’ potential and their effectiveness in utilizing ICT tools. Originality/value Research findings about academic writing are to improve the tutoring process and writing strategies, such as the use of ICT for academic writing support like e-learning, online tutoring, do not exist. To provide learning opportunity to learners and promote autonomous learning, e-learning and online tutoring are important. For the reasons noted above, it is necessary to provide an alternative writing support environment to students in Japan. Therefore, the authors report on and assess the development of learning support environments for e-learning programs and online tutoring for academic writing at the undergraduate level in Japan.
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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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Lavoie, David, and Andrew J. Rosman. "Using Active Student-Centered Learning-Based Instructional Design to Develop Faculty and Improve Course Design, Delivery, and Evaluation." Issues in Accounting Education 22, no. 1 (February 1, 2007): 105–18. http://dx.doi.org/10.2308/iace.2007.22.1.105.
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This paper describes how the Resource-Enriched Learning Model (RELM), an active student-centered approach to faculty development and course design, delivery, and evaluation (Lavoie 2001), has been applied to develop an online Master of Science in Accounting Program. With its focus on the processes underlying quality teaching and learning, RELM provides faculty with a skill set learned in the same environment that they ultimately will create for their students. Having experienced active learning firsthand in the online environment, faculty are better prepared to create a similar learning environment for their students.
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Purnomo, Agus, Bayu Kurniawan, and Khofifatu Rohmah Adi. "Expanding Learning Environment through Mobile Learning." International Journal of Emerging Technologies in Learning (iJET) 15, no. 07 (April 8, 2020): 123. http://dx.doi.org/10.3991/ijet.v15i07.13215.
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Technological developments change the point of view in learning. Learning space is not limited to conventional classrooms in schools. With technology, there is an opportunity to expand the learning environment through the development of mo-bile learning. This research design is the basic development of mobile learning in higher education. The purpose is to produce prototypes of online learning materi-als in physical geography courses. The test results are limited to one class show-ing positive responses from prospective users. Flexibility and ease of access make them able to learn according to the time they want. However, the limitations of this research are only limited to certain science courses, and it needs further development for social science courses.
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García-Cabrero, Benilde, Michael L. Hoover, Susanne P. Lajoie, Nadia L. Andrade-Santoyo, Lídice M. Quevedo-Rodríguez, and Janice Wong. "Design of a learning-centered online environment: a cognitive apprenticeship approach." Educational Technology Research and Development 66, no. 3 (February 23, 2018): 813–35. http://dx.doi.org/10.1007/s11423-018-9582-1.
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Park, Taejung, and Cheolil Lim. "Design principles for improving emotional affordances in an online learning environment." Asia Pacific Education Review 20, no. 1 (November 20, 2018): 53–67. http://dx.doi.org/10.1007/s12564-018-9560-7.
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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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Fleischmann, Katja. "Online design education: Searching for a middle ground." Arts and Humanities in Higher Education 19, no. 1 (March 1, 2018): 36–57. http://dx.doi.org/10.1177/1474022218758231.
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At its heart, design is a studio-based discipline, which makes it difficult for design educators to adopt technology-driven changes into an online teaching and learning environment. Globally, few universities offer online undergraduate degree design courses, despite an overall growth in online higher degree curricula. Anecdotal evidence and limited research studies exploring the design educators’ view lament the potential loss of direct interactions between educator and design students in an online learning environment making it impossible to offer design education online. However, the attitude of design students towards online learning is largely underexplored. Given that today’s design students are considered tech-savvy, and there is a growing student demand for flexible study options, it would seem that design students would embrace online delivery options. The aim of this study is to explore the perception of undergraduate design students towards the idea of studying design online and whether or not blended learning could provide a transitional middle ground to a fully online design course. This study also touches on any student reservations about online delivery and identifies the barriers to study design online.
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Buldan, Ece. "Situated Learning in Online Architectural Studio Education." Journal of Design Studio, no. 1 (July 20, 2021): 59–70. http://dx.doi.org/10.46474/jds.930642.
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The pandemic causes acceleration in the development of online education. Relatedly, instructors have started to transform already applied methods in studio education and have produced new teaching methodologies in remote education. Since the communication channel in the new system is exposed to a change that creates that open an area for the search of situated learning in terms of interaction among students and between students and instructors that is strongly associated with Vygotsky’s theory of the zone of proximal development in which social interactions is emphasized in learning. In this paper, the components of situated learning will be reading through an online design studio in architectural education. The changing concept of studio culture will be inquired from the issues of the learning environment and situations executed after the shift from physical to digital encountering. Moving of design studio into the online environment brings particular changes to the two aspects of the studio culture, which are studio as a method and studio as an environment. In this respect, an online design studio will be examined as a contextual framework with the theory of situated learning.
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Zhao, Ke. "Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment." International Journal of Computer-Assisted Language Learning and Teaching 6, no. 3 (July 2016): 68–78. http://dx.doi.org/10.4018/ijcallt.2016070105.
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This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.
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Doering, Aaron, George Veletsianos, Cassandra Scharber, and Charles Miller. "Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development." Journal of Educational Computing Research 41, no. 3 (October 2009): 319–46. http://dx.doi.org/10.2190/ec.41.3.d.
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In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself.
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Zhu, Sasa. "An Online Interaction Mode for International Trade Practice Course under Network Environment." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 32. http://dx.doi.org/10.3991/ijet.v12i07.7219.
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In this study, behavior sequence analysis was applied to analyze behavior transformation pattern of students’ online study after the introduction of animation design in the course of International Trade Practice. As an effective method to study online study behavior, behavior sequence analysis can be used to track learners’ online learning path and describe their behavior sequence so as to explore their learning habits. Based on the analysis of 240 students’ online learning log data, it is found that multiple behavior sequences are significantly related to learning effect. In this paper, the theory of behavior sequence analysis was adopted to analyze the learning effect of International Trade Practice after the introduction of animation design. The result shows that the introduction of animation design can enhance students’ learning initiative.
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Maseleno, Andino, Miftachul Huda, Kamarul Shukri Mat Teh, Abdul Ghafar Don, Bushrah Basiron, Kamarul Azmi Jasmi, Mohd Ismail Mustari, Badlihisham Mohd Nasir, and Roslee Ahmad. "Understanding Modern Learning Environment (MLE) in Big Data Era." International Journal of Emerging Technologies in Learning (iJET) 13, no. 05 (April 30, 2018): 71. http://dx.doi.org/10.3991/ijet.v13i05.8042.
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as an attempt to understand modern learning environment (MLE) to support learning in big data era, its exploration where the students are engaged to access online resources using their mobile devices, laptop and other digital devices needs to understand MLE as the term integrated between digital technology tools and learning skills. The convenient facilitation has a whole section designed to support learning styles which can exactly create the learning environment to be modern. This paper aims to explore innovative design for MLE with big data approach to see the chance in applying this model for the construction to the design of big data based learning environments to facilitate online learning towards information and knowledge in higher education setting. The finding reveals to propose model reference to be implemented to improve student learning outcomes in a technology-rich teaching and learning environment in higher education. As a result, this paper is expected to contribute in the support with an initiative in the learning performance.
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Carter Jr, Richard Allen, Mary Rice, Sohyun Yang, and Haidee A. Jackson. "Self-regulated learning in online learning environments: strategies for remote learning." Information and Learning Sciences 121, no. 5/6 (June 25, 2020): 321–29. http://dx.doi.org/10.1108/ils-04-2020-0114.
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Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.
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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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Ahmad Radzi, Mohamad Quzami An-Nuur, and Shahrunizam Sulaiman. "Online Distance Learning New Norm in Undergraduate Graphic Design Education." Idealogy Journal of Arts and Social Science 6, no. 1 (April 28, 2021): 43–48. http://dx.doi.org/10.24191/idealogy.v6i1.253.
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Technology advancement has revolutionized the education environment, resulting in Online Distance Learning (ODL) being introduced at the tertiary level to meet the demands of various groups of individuals. While the academic environment embraces technology advancement and ODL, the world was hit with the devastating Covid-19 pandemic, putting the whole world at freeze and greater challenges. This created further challenges towards the ODL implementation, especially in the fields requiring hands-on practical lab and studio practices such as art and design. Despite the technology advancement and flexible platform, the Teaching and Learning process faces unprecedented challenges which required investigation towards its implementation and effectiveness. This article discusses the implementation of Online Distance Learning (ODL) in the teaching and learning (T&L) process of the Graphic Design Field in Malaysian Tertiary Institution. The result from the finding identified what were the challenges and can be used to further improve the implementation of ODL in the related field of study in the future.
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D’Alba, Adriana, Anjum Najmi, Jonathan Gratch, and Chris Bigenho. "Virtual Learning Environments. The oLTECx." International Journal of Gaming and Computer-Mediated Simulations 3, no. 1 (January 2011): 33–50. http://dx.doi.org/10.4018/jgcms.2011010103.
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The rapid development in new technologies and media and widespread access to the Internet is changing how people teach and learn. Recognizing the potential of technology, schools and universities are placing more content online from fully deliverable courses to course catalogs, course registration, and college admissions. People are able to gain access to a multitude of information with one click. Online learning environments range from authentic, real-time environments to simulations, as well as 2D and 3D virtual environments. This paper explores the use of a 2-dimensional, narrative-based, virtual learning environment (VLE) created by doctoral students to orient potential students to their university departments’ degree programs, faculty, and course offerings. After exploring the environment, participants were surveyed about their experiences. Findings include validation of the instrument, possible correlations relating to learning through games, engagement, and game design. Emerging themes and suggestions for future research are presented in this paper.
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Mello, Gláucia Nolasco de Almeida, Elizabeth Vieira Maia, and José Márcio Fonseca Calixto. "CONCWEB: hybrid learning tool for reinforced concrete design." ETD - Educação Temática Digital 18, no. 1 (April 6, 2016): 156. http://dx.doi.org/10.20396/etd.v18i1.8638248.
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The use of web has become an attractive option for the development of learning environments due to the high interactive interfaces which computers have throughout their multimedia resources - graphic, videos, animation and simulation. Here is presented an analysis of the influence of ConcWeb online virtual environment on the learning process for reinforced concrete design. Data was collected by student's exams and longitudinal study was employed to obtain the results. All measurements were obtained during the course of one semester were adjusted to hierarchical linear models in order to describe the students’ learning trajectories. A positive influence of ConcWeb in the students’ learning process was shown by the final results. Since the students are stimulated to access the virtual environment, ConcWeb is a great tool to assist them in the process of learning reinforced concrete design as well as to assist lectures, teach the subject to engineering majors.
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Meisa Diningrat, Syaiputra Wahyuda. "DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA." Jurnal Pendidikan Terbuka Dan Jarak Jauh 20, no. 1 (March 14, 2019): 17–24. http://dx.doi.org/10.33830/ptjj.v20i1.333.2019.
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Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.
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Anohah, Ebenezer. "Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools." International Journal of Online Pedagogy and Course Design 6, no. 3 (July 2016): 39–51. http://dx.doi.org/10.4018/ijopcd.2016070104.
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This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.
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Jong, Jing Ping. "THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE." Journal of Baltic Science Education 15, no. 2 (April 25, 2016): 194–203. http://dx.doi.org/10.33225/jbse/16.15.194.
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This study explored the effect of blended learning in terms of model-based collaborative learning in a small private online course (SPOC) environment on 10th graders’ achievements in stoichiometry through a quasi-experimental design. The participants included 140 tenth graders assigned to two groups: (a) the experimental group, which studied in a blended environment (N = 69) and (b) the control group, which studied in a conventional lecture-based environment (N = 71). The results revealed that the experimental group exhibited significantly superior performance than the control group after the intervention and that the key factor in enhancing students learning is the teacher’s facilitation. These findings implied that the blended model-based collaborative learning in a SPOC environment with proper design, facilitation, and face-to-face interaction groups provided students with opportunities to engage in learning to improve their achievements. Key words: collaborative learning, interactive learning environments, model-based Instruction, small private online course, stoichiometry.
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Hussain, Raja Maznah Raja, and Huey Zher Ng. "Training Academicians to Develop Personalized Learning Environment and Students Engagement (PLEaSE)." International Journal of Virtual and Personal Learning Environments 4, no. 4 (October 2013): 16–30. http://dx.doi.org/10.4018/ijvple.2013100102.
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This paper presents a Personalized Learning Environment and Students Engagement (PLEaSE), a project that examines ways of embedding technology and empowering learners to become co-designers of their learning. One of the ways is to engage the lecturers in the design of the learning environment. This paper wlecturers to engage students online through training. Five training sessions were conducted in three different higher education institutions in Malaysia. Data was collected from the online observations, online questionnaire and forums. The feedback and comments from the participants have shown that the training is useful and the engagement model is suitable for their own online courses.
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Strohecker, Carol. "The Zircus Concept Sketch for a Learning Environment and Online Community." Presence: Teleoperators and Virtual Environments 6, no. 3 (June 1997): 339–49. http://dx.doi.org/10.1162/pres.1997.6.3.339.
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This paper describes premises of a video, Zircus, presenting a design for a virtual environment. The video is a basis for discussion—a sketch, rather than a specification, of a virtual playspace and interactions that can happen there. The playspace is conceived as a learning environment in which constructive activities can focus thinking on certain sets of ideas. Conversations within the multiuser environment can also be conducive to learning, as well as to developing an online community. These actions and conversations would depend on a future system combining technologies in networked graphics, speech, AI, various input devices, and high-level software for constructing animations and audio/video sequences. Taking the ideas in Zircus from sketch to implementation will require contributions from researchers in a range of disciplines, including architectural design, film media, learning theory, and computer science.
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Adams, Dawn, Kate Simpson, Lynda Davies, Chris Campbell, and Libby Macdonald. "Online learning for university students on the autism spectrum: A systematic review and questionnaire study." Australasian Journal of Educational Technology 35, no. 6 (December 28, 2019): 111–31. http://dx.doi.org/10.14742/ajet.5483.
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Online course delivery is increasingly being used by universities to deliver accessible and flexible learning environments. As this mode of delivery grows it is important to consider the equity of the learning experience for all students. As online delivery may reduce challenges and stressors present in face-to-face delivery, it could be suggested that it may promote student learning for specific student groups, including those with a diagnosis on the autism spectrum. However, little is known about the experience of learning online for students on the autism spectrum. This paper presents findings from two studies: A systematic review of the literature and a survey of students on the autism spectrum studying online. From the systematic literature review, only four previous studies were identified reporting on this topic. Findings from two studies identified that the online environment provided both facilitators and barriers to the learning experience for students on the autism spectrum. Although the online environment provided flexibility for learning, how design factors are employed in online delivery may unintentionally create barriers to the learning experience for students on the spectrum. An outcome from this study has been the creation of a suite of resources to assist with course design and delivery.
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Ceylanli, Zeynep, and Elif Aktas Yanas. "A Critical Assessment of an Extended Learning Environment in Interior Design Studio." Journal of Design Studio, no. 1 (July 20, 2021): 71–81. http://dx.doi.org/10.46474/jds.938258.
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This paper presents a critical assessment of an interior design studio that was constructed face-to-face then online as an extended studio environment through spatial and technological means. In the Interior Design Studio III, students were expected to design an experiential retail store aiming at answering the contemporary customer and brand interactive experience. The concept of ‘interactive experience’ was central not only in terms of a project outcome but also of the studio process: an experiential learning environment is designed to enhance the understanding of the design studio. Within this scope, the collaboration with the maker lab of the university provided technological interfaces and analog model making methods while also expanding the limits of studio space. The interactive experience would not only result in the project outcome but also be integrated to the studio model. This studio model and the topic was conducted face-to-face in the campus three semesters consecutively, while the following two were held online. The study is based on exploratory research using qualitative techniques to analyze the design process of the students in the face-to-face and online experiential learning environment. The main objective is to overview and assess the interior design studio by providing a new perspective to the students about space and user relationship regarding interaction and atmosphere not only in terms of the given design problem but also the ‘environment’ they are experiencing the ways of design.
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Yusoff, Siti Rosni Mohamad, and Nor Azan Mat Zin. "Activity Theory to Guide Online Collaborative Learning Instructional Design." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (April 2012): 15–29. http://dx.doi.org/10.4018/jssoe.2012040102.
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Learning Management Systems (LMS) are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students’ knowledge building, team learning and sharing of knowledge among peers. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component’s contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System (LMS) called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.
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Robinson, Ainslie, and David Cook. "“Stickiness”: gauging students’ attention to online learning activities." Information and Learning Science 119, no. 7/8 (July 9, 2018): 460–68. http://dx.doi.org/10.1108/ils-03-2018-0014.
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Purpose Online content developers use the term “stickiness” to refer to the ability of their online service or game to attract and hold the attention of users and create a compelling and magnetic reason for them to return repeatedly (examples include virtual pets and social media). In business circles, the same term connotes the level of consumer loyalty to a particular brand. This paper aims to extend the concept of “stickiness” not only to describe repeat return and commitment to the learning “product”, but also as a measure of the extent to which students are engaged in online learning opportunities. Design/methodology/approach This paper explores the efficacy of several approaches to the monitoring and measuring of online learning environments, and proposes a framework for assessing the extent to which these environments are compelling, engaging and “sticky”. Findings In particular, the exploration so far has highlighted the difference between how lecturers have monitored the engagement of students in a face-to-face setting versus the online teaching environment. Practical implications In the higher education environment where increasingly students are being asked to access learning in the online space, it is vital for teachers to be in a position to monitor and guide students in their engagement with online materials. Originality/value The mere presence of learning materials online is not sufficient evidence of engagement. This paper offers options for testing specific attention to online materials allowing greater assurance around engagement with relevant and effective online learning activities.
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Gal, Diane, and Mark Lewis. "Designing a Programmatic Digital Learning Environment: Lessons From Prototyping." Journal of Educational Technology Systems 46, no. 3 (February 12, 2018): 315–28. http://dx.doi.org/10.1177/0047239517752448.
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Promoted as a way to enhance learning and improve efficiencies, the steady rise of technology adoption across higher education has created both new opportunities and new challenges. Borrowing principles of design thinking and related user- or learner-centered design practices, this descriptive case study offers an example of how institutions of higher education might rethink their overreliance on learning management systems and consider an online environment for program-level learning from students’ perspectives.
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Yılmaz, Ramazan, and Hafize Keser. "The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning." Journal of Educational Computing Research 55, no. 1 (July 26, 2016): 95–122. http://dx.doi.org/10.1177/0735633116656453.
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The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.
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Agbo, Friday Joseph, Solomon Sunday Oyelere, Jarkko Suhonen, and Teemu H. Laine. "Co-design of mini games for learning computational thinking in an online environment." Education and Information Technologies 26, no. 5 (May 5, 2021): 5815–49. http://dx.doi.org/10.1007/s10639-021-10515-1.
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Hussein, Bassam. "Requirements for optimal learning environment for an online project risk management game." Journal of Project, Program & Portfolio Management 2, no. 2 (January 11, 2012): 20. http://dx.doi.org/10.5130/pppm.v2i2.2255.
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Several authors have questioned the effectiveness of using lecture-based teaching to provide students with enough confidence to apply project risk management. Gaming was proposed as a solution. However, despite widespread use of games in teaching project management, it is still not clear what conditions provide optimal learning through games. Another shortcoming with the existing games is oversimplification. This paper addresses these shortcomings and proposes a game design that captures real-life challenges associated with applying the project risk management process; a design that prompts an appreciation for project complexity as well as providing students with the opportunity to experience the consequences of ignoring or following the risk management process. The paper also identifies and elaborates on the requirements for optimum learning, and distinguishes between two types of requirements: 1) learning requirements, and 2) qualitative requirements. Learning requirements identify the learning outcomes of the game. These requirements were identified through structured and semi-structured interviews with senior project managers from several management-consulting firms. The challenges and the corresponding tactics that are adopted in practice in order to manage project risks were thus identified and ranked. These results are also presented in light of supporting literature. The challenges and associated tactics were mapped into a set of eight requirements representing the learning outcomes of the game. These requirements were then mapped to the design using four instructional methods: a briefing lecture, a team-based assignment, an online computer simulation, and a debriefing lecture. All these methods were linked by a real-life project case and executed in a gaming context to improve engagement. Qualitative requirements represent important conditions that must be present for optimal learning. These were identified through structured interviews with continuing education students taking a master's degree in project management. This empirical study resulted in four qualitative requirements that must be considered in the game design: 1) ownership, 2) relevance, 3) feedback, and 4) adaptation. The paper also presents the evaluation results of the game design. The purpose of the evaluation was to examine the game's ability to capture the two sets of requirements identified above.
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Keengwe, Jared, and Gary Schnellert. "Fostering Interaction to Enhance Learning in Online Learning Environments." International Journal of Information and Communication Technology Education 8, no. 3 (July 2012): 28–35. http://dx.doi.org/10.4018/jicte.2012070104.
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Interaction is central to educational experiences in online learning environments. Interaction enhances learning by fostering three types of learning interaction: learner-instructor, learner-learner, and learner-content. Additionally, online students generally perceive interaction as an effective means of learning. Therefore, it is important for online instructors to create opportunities for interaction in online learning environments. This article stimulates reflections on the critical role of interaction in online learning. A primary implication based on the challenges reported in the study is that instructors need to reflect on effective ways to design and implement successful online learning environments. For instance, instructors could anticipate these challenges by focusing on the development of online tools such as wikis to enhance effective online interaction.
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Surarajah, Saravanamalar. "Significance of eLearning at Sunway University: A perspective from Art and Design Students." Journal of Education and Vocational Research 6, no. 3 (September 30, 2015): 16–21. http://dx.doi.org/10.22610/jevr.v6i3.196.
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Online learning platforms give a great opportunity for various types of learners with different learning abilities to learn at their own pace anytime, anywhere and at any cost. Some of the most common online platforms are Moodle, Blackboard and Virtual Learning Environment (VLE). Each platform has its own impact to the learners. It can be a positive or negative impact depending on the content of the subject matter, layout, design and user friendliness of the course site. However, online platforms can be significant for many learners but not for all. This paper studies the significance of using Blackboard (known as eLearn at Sunway University) in teaching and learning at Department of Art and Design, Sunway University. 79 students at this department had participated in the survey and given their feedback on using eLearn and about 74.7% of them are local students and the rest are international students. Teaching mathematics online can be different from history; teaching spiritual values can be different from science. However, all online teachings and learnings have something in common. There are some factors that make the online facilitators rise and fall at times. This paper also discovers learners’ expectation for a better eLearn experience.
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Karunanayaka, Shironica, Chandana Fernando, and Vajira de Silva. "Designing an online learning environment on Open Educational Resources for science education." Asian Association of Open Universities Journal 8, no. 1 (March 1, 2013): 1–11. http://dx.doi.org/10.1108/aaouj-08-01-2013-b001.
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The concept of Open Educational Resources (OER) is a major breakthrough in education, which promotes sharing, adaptation and contextualisation of course content. Promotion of using OER can be very cost effective, since development of new course content would be both expensive and time consuming. However, awareness raising and capacity building of teachers and learners is crucial, in order to exploit the full potential of OER.The Faculty of Education at the Open University of Sri Lanka, initiated a research project to create an Online Learning Environment (OLE) on OER for science education, witha view to raise awareness, develop competencies and enhance adapting, adoption and creation of OER by teachers. This is developed in Moodle Learning Management System, as a supplementary material for science teachers enrolled in a distance mode professional development programme. The research team, together with a group of science teachers and teacher educators, who are their students, is engaged in this action research conducted in several stages: analysis, design, development, implementation and evaluation. This paper discusses the first three stages, concerning the following objectives: to identify sources of OER for science education, to make key design decisions of the OLE, and to design and develop the OLE on OER for science education.The analysis of need, learner, task and context, resulted in making decisions on information, instruction, interaction and interface design. Some initial design decisions are: Structuring of information on finding, using and creating OER related to teaching science, while making it relevant and meaningful for teachers; Use of exploratory instructional strategies enabling teachers to select OER; Incorporate frequent interactions encouraging teachers to adopt, adapt, create and share OER; and Use of different media elements to make the visual layout motivating. A prototype will be pilot tested with science teachers with a view to revise and improve the OLE on OER. Allowing student teachers/teacher educators to work collaboratively with their instructors, as a team, enable both parties to face challenges together, in this novel experience of designing and developing an OLE on OER.
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Jung, Insung, Sook-Kyoung Choi, and Masayuki Kudo. "Instructional design strategies for stress-reduced online collaboration in Asia's high context culture." Asian Association of Open Universities Journal 7, no. 1 (September 1, 2012): 35–42. http://dx.doi.org/10.1108/aaouj-07-01-2012-b003.
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Online collaboration allows the learners to exchange ideas and views beyond time and space constraints and can improve the richness and quality of learning experiences. It promotes co-construction of knowledge, offers authentic learning contexts, and also enables learners to become more cognitively and affectively engaged. However, there is also evidence that online collaboration presents psychological difficulties or stress for learners. Even though a certain level of stress can stimulate a learner's physical and mental functions and enhance learning performance, it is generally agreed that persistent or excessive stress leads to negative beliefs, and results in poor learning performance. This paper will explore instructional design strategies that help learners mitigate stress in an online collaborative learning environment in the Asian context, based on the results of a study that identified important factors influencing learners' stress in online collaboration where English was used as a medium of communication. Four stress factors in English-based online collaboration in a high context culture in Asia are: Self-efficacy, instructional design, technology use, and collaborative process. Instructional strategies to promote self-efficacy, especially language self-efficacy, match Asian learners' learning styles to online collaboration, reduce fear of using online technologies in interactions, and scaffold and facilitate collaborative process will be offered in the paper. The paper will highlight the importance of considering both individual features of learners and socio-cultural aspects of learning environments in instructional design.
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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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Adeoye, Blessing Foluso. "Culturally Different Learning Styles in Online Learning Environments." International Journal of Information and Communication Technology Education 7, no. 2 (April 2011): 1–12. http://dx.doi.org/10.4018/jicte.2011040101.
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The importance of individual culture depends on the characteristics of national culture and the individual’s background; within individual culture, different learning styles also exist. This paper addresses the topic of how learning style interacts with receptivity to online methods in different cultures, in this case in Nigeria. It examines and analyzes online learning environments in terms of differences in the learning styles of Nigeria university students according to their cultural backgrounds, specifically tribes, gender, and program of studies and how that can affect their online learning. The differences in tribes and learning styles affect the way the students respond to online learning. Despite the need for improvement, the future of online learning environments seems bright. The online instructor should try to offer learning activities that will appeal to the widest variety of learning styles possible. The ethnicity and cultural diversity of students needs to be considered in online systems design.
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Li, Xiang, Yue Shun He, and Xuan Zhan. "Design and Implementation about Virtual Practice Learning System Based College Park." Advanced Materials Research 271-273 (July 2011): 1203–7. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1203.
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Virtual network experiment is an important part of the current network teaching resources construction. In this paper, Combined with the characteristics of relative concentration and high online speed of university campus networks, and focused on being lack of experimental environment in network teaching resources, thus, the online compiling technology in .net platform is proposed to build a common vision of experimental platform, as well as combined with the theme Virtual Teaching System Development, the design process and online compile technology based on general .net experimental platform, which is relative to carry out a similar system.
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Baytiyeh, Hoda. "Online learning during post-earthquake school closures." Disaster Prevention and Management: An International Journal 27, no. 2 (April 3, 2018): 215–27. http://dx.doi.org/10.1108/dpm-07-2017-0173.
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Purpose The purpose of this paper is to describe the impacts of earthquakes on schools and education services and demonstrate the critical role that information and communication technologies (ICTs) can play in supporting the continuity of education delivery during temporary school closures after seismic events. Design/methodology/approach This paper relies on a conceptual analysis that shows the potential role of the online educational environment during post-earthquake school closures by relying on the available ICT tools. Findings This paper proposes a pro-active strategy for schools that transforms traditional education into an online learning environment to restore education delivery during school closures after earthquake which disrupts face-to-face teaching and denies students and staffs access to schools. Originality/value The sustainability of education delivery in the aftermath of earthquakes presents a challenge to governments, schools, people and communities. This paper contributes to the literature by demonstrating the role of online learning in sustaining educational delivery services after moderate earthquakes.
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Al Hashimi, Sama’a. "Exploring Effective Practices in Managing Distance Learning for Teaching Art and Design in Bahrain." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 66–87. http://dx.doi.org/10.26803/ijlter.20.6.4.
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As universities move to virtual learning, the need to explore the most effective practices for remotely teaching art and design students became very critical. It is very important to examine the strategies universities are using to efficiently transfer skills and knowledge and meet the needs of students through an online learning environment. Art and design classes involve hands-on activities and requirements that cannot easily be met in digital environments. Therefore, the study aims to investigate the creative approaches that art and design educators adopted to transition to remote teaching. The study involved conducting an online focus group with eleven art and design educators at The University of Bahrain to investigate the experiences, perceptions, and the challenges they faced while teaching art and design remotely during the Covid-19 Pandemic. The focus group engaged the educators in a semi-structured discussion in order to gather qualitative data that would allow for a descriptive analysis of their online teaching experiences and the most effective approaches they implemented. Thus, the study is undertaken to determine the most effective practices that can be employed by educators to engage students and enhance the distance learning process in an art and design online environment. The findings suggested that the main challenges that are peculiar to art and design distance learning include difficulty in clearly seeing the value of the colors in a student’s artwork on screen and the unavailability of features that support art and design remote teaching in the currently available learning management systems.
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Gündüz, Abdullah Yasin, and Buket Akkoyunlu. "Effectiveness of Gamification in Flipped Learning." SAGE Open 10, no. 4 (October 2020): 215824402097983. http://dx.doi.org/10.1177/2158244020979837.
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The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.
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Mäkelä, Tiina, Kristof Fenyvesi, and Matias Mäki-Kuutti. "Developing a Pedagogical Framework and Design Principles for STEM Learning Environment Design." Journal of Research in STEM Education 6, no. 1 (June 28, 2020): 1–17. http://dx.doi.org/10.51355/jstem.2020.74.
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The need for effective and attractive learning environments (LEs) for science, technology, engineering, and mathematics (STEM) has been internationally recognized. Additionally, the connection between STEM learning and cross-curricular skills such as creativity, innovation, and entrepreneurship has garnered attention. A deep theoretical and empirical understanding is required when designing STEM LEs. In this study, a pedagogical framework for STEM LEs has been developed based on feedback from students, aged 10–18 years old, teachers, school directors, parents, and STEM professionals, and supported by the literature. First, representatives of key stakeholder groups in Belarus, Finland, Germany, Greece, and Spain (total n = 132) were invited to co-design focus group (FG) 1 sessions to collect their wishes related to STEM LEs. The data was collected through an online survey with open-ended questions. The analysis of the data led to the design of the pedagogical framework, which was validated by the same stakeholder groups (total n = 137) in FG2 discussions. The empirically and theoretically grounded framework entails general design principles as well as principles related to ways of teaching and learning, socio-emotional aspects, and cross-curricular skills. Both the results of this study and the previous literature suggest that different pedagogical design principles are highly interrelated. For instance, novel tools and methods, collaborative methods, reflective learning, and entrepreneurial skills may support creativity and innovation, and vice versa. Therefore, instead of focusing on singular design principles, we recommend considering a wide range of different LE design principles to support multiple ways of teaching and learning, and to develop both subject-related and cross-curricular knowledge, skills, attitudes, values, and ethics.