A Schema-Based Instructional Design Model for Self-Paced Learning Environments

Jung, Eulho; Lim, Rachel; Kim, Dongho

doi:10.3390/educsci12040271

Cited by 10 publications

(8 citation statements)

References 84 publications

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“…By integrating these theories, IDMs promote student-centered learning and problem-solving. Systematic schema-based IDM (Jung et al, 2022) provides a structured approach to organizing information and promoting mental organization. It enhances the retention and recall of information.…”

Section: How Have Idms Integrated Principles and Concepts From Variou...mentioning

confidence: 99%

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Exploring the synergy between instructional design models and learning theories: A systematic literature review

Abuhassna,

Adnan,

Awae

2024

CONT ED TECHNOLOGY

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To enhance education, we conducted a comprehensive investigation into integrating instructional design models (IDMs) and learning theories in this systematic literature review. We methodically selected and analyzed 25 publications from a pool of 1,102 documents using the preferred reportinfg items for systematic reviews and meta-analyses framework to guarantee a rigorous and systematic approach to literature selection. Our results demonstrate the worldwide span of study on this topic, including contributions from prestigious academic institutions and scholarly journals. This examination explores both the benefits and drawbacks of combining IDMs with learning theories. Noteworthy positives include increased student motivation, support for innovative teaching methods, and the development of complex and diverse learning environments. However, several shortcomings were observed. most notably relating to accessibility problems, evaluation difficulties, and questions about the adaptability of such integrated techniques. Our findings have implications for a broad range of stakeholders, including educators, instructional designers, and students functioning in a variety of educational contexts. The increase of learner motivation, the creation of novel pedagogical tools, the refining of teacher training programs, and the promotion of interdisciplinary learning methods are significant areas of focus. In addition, our evaluation uncovered a number of gaps in the current literature, indicating intriguing possibilities for future research. The examination of holistic learning environments, the untapped potential of integrated systems, the incorporation of educational robots into pedagogical tactics, and the refining of schema assessment approaches are notable research fields. By providing these insights, this systematic review not only adds to the current body of knowledge, but also has the potential to shape the future trajectory of educational practices, so acting as a significant resource for boosting learning outcomes in a variety of educational environments.

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Section: How Have Idms Integrated Principles and Concepts From Variou...mentioning

confidence: 99%

“…Designing instructional materials that incorporate elements such as schema-based instructional design (Jung et al, 2022) can be complex and time-consuming. This complexity may hinder widespread adoption.…”

Section: Complexity Of Designmentioning

confidence: 99%

Exploring the synergy between instructional design models and learning theories: A systematic literature review

Abuhassna,

Adnan,

Awae

2024

CONT ED TECHNOLOGY

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“…The dynamic dependence graph converts the results of dynamic slicing into graphics [4]. Its advantage is that it makes it easy to find the for-or-while statement in dynamic slicing and to iterate several times, and it clearly indicates the statements affected by each iteration.…”

Section: Dynamic Dependence Graphmentioning

confidence: 99%

“…A good programming support platform is important to help students overcome the obstacles of programming. Patil et al [2], Paiva et al [3], and Jung et al [4] reported that to reduce the development time or realize the submission of an assignment in a given period, students/programmers widely use social media, especially Google, to find recommendation systems that can suggest a program according to their requirements. The efficient, accurate, and fast development of a code or an assignment depends upon the accurate recommendation given by the system.…”

Section: Introductionmentioning

confidence: 99%

A Feedback System Supporting Students Approaching a High-Level Programming Course

et al. 2022

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This study analyzes the mistakes students are prone to make in programming and uses the GDB and Valgrind tools to implement dynamic analysis techniques for their eventual application to programs created by students. In the analysis process, spectral error localization technology is used to strengthen the dynamic analysis to find errors more accurately. The analyzed results are sorted and corresponding feedback is given to students in order for them to better understand the content of errors when revising the program and classifying and counting the types of errors made. This study sorts mistakes frequently made by students and topics in which students are likely to make certain mistakes. The developed system was implemented in experiments including students from a programming course who were divided into two groups, namely the experimental group and the control group. A system for both groups of students to upload and submit assignments and a code analysis and feedback improvement system were used. Students in the control group only used the assignment uploading and submitting system for basic assignment uploading, verification, and the comparison of test data. After the program was entered, declarative sentence disassembly and dynamic slicing were suggested. Data were sent to GNU Debugger (GDB) and Valgrind for spectral error location; the classification and recording of error types; and the interpretation of the number of error lines, error types, and related variables. Feedback and a generated report were sent back to the student interface to provide effective and useful feedback to the students in the experimental group for them to revise their homework and record the types and number of errors they made in that week’s homework in the database. The answers provided by the students to the questions were recorded. The analysis of the pass rates of the students in the experimental and control groups for each homework test aided the understanding of the differences in the learning success of the two groups of students each week. The weekly pass rates and the numbers of measured errors in the experimental group compared with in the control group were input into a distribution map to allow us to better understand whether there was any positive correlation between the detected information, feedback to the students, pass rates of the tests, and other related data. The system statistically obtained feedback and the degree of improvement of homework programs; then, it distributed specially designed questionnaires to all students to directly obtain and quantify their feedback and perceived benefits of this system, thereby verifying the effectiveness of the system and its practicality.

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“…Large-scale self-paced online courses typically do not require an instructor to be available at all times. Due to the lack of personal interactions and adequate procedures for reliable learning assessments, learners find it difficult to gain in-depth knowledge and skills in many learning contexts, particularly in self-paced online environments (Jung et al 2022). Despite the various instructional strategies developed children struggle to answer challenging problems, despite efforts throughout the world to improve children' arithmetic skills employing a wealth of procedural and conceptual information.…”

Section: Introductionmentioning

confidence: 99%

The impact of teaching with schemas on structural word challenges

Samreen,

Bi,

Khajanchi

2023

Multidiscip. Sci. J.

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Instruction is adapted for students having a specific learning disability (SLD) that focuses on the fundamental structure of maths recommending problems as an evidence-based practice. Additionally, evidence-based schema-based education is viewed as a practical strategy for students with an SLD. This study expanded upon earlier efforts by (a) utilizing the implementer and a teacher, (b) assessing a flexible intervention's efficiency, and (c) assessing the performance of students on integrated and generalized schema structure issues. There were 12 impaired fourth and fifth graders receiving extra maths teaching in a resource room. The intervention package included arithmetic education based on schema and a problem-solving mnemonic. A multiple-probe approach involving different participant a functional connection was done using groups. Students performed better when given straightforward, generic, and integrated schema structures. The aggregate normalized mean difference between cases (BC-SMD) for this study was 3.05 (CI95 [2.54, 3.60]), while aggregate “Tau-U effect size (ES) was 95% (CI90 [83%, 100%]”).

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A Schema-Based Instructional Design Model for Self-Paced Learning Environments

Cited by 10 publications

References 84 publications

Exploring the synergy between instructional design models and learning theories: A systematic literature review

Exploring the synergy between instructional design models and learning theories: A systematic literature review

A Feedback System Supporting Students Approaching a High-Level Programming Course

The impact of teaching with schemas on structural word challenges

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