Designing Instruction for Learning in Electronic Classrooms

Morrison, Gary R.; Guenther, Peter

doi:10.1002/tl.842

Cited by 12 publications

(6 citation statements)

References 16 publications

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“…A seminal theoretical framework proposed by Rigney (1978) explained the formation approaches of learning tactics with the emphasis on learning design, in which the formation of learning tactics can be understood from two dimensions: "control of orienting task" (student assigned or instructional system assigned) and "explicitness of cognitive strategies" (detached or embedded) (Rigney 1978). The role of learning design in the formation of learning tactics posited by Rigney has extensively been used in research and practice (Morrison and Guenther 2000;Barba 1993). However, few studies have quantitatively studied the links bridging between learning design and learning tactics.…”

Section: Introductionmentioning

confidence: 99%

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Fan

Matcha

Uzir

et al. 2021

Int J Artif Intell Educ

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The importance of learning design in education is widely acknowledged in the literature. Should learners make effective use of opportunities provided in a learning design, especially in online environments, previous studies have shown that they need to have strong skills for self-regulated learning (SRL). The literature, which reports the use of learning analytics (LA), shows that SRL skills are best exhibited in choices of learning tactics that are reflective of metacognitive control and monitoring. However, in spite of high significance for evaluation of learning experience, the link between learning design and learning tactics has been under-explored. In order to fill this gap, this paper proposes a novel learning analytic method that combines three data analytic techniques, including a cluster analysis, a process mining technique, and an epistemic network analysis. The proposed method was applied to a dataset collected in a massive open online course (MOOC) on teaching in flipped classrooms which was offered on a Chinese MOOC platform to pre- and in-service teachers. The results showed that the application of the approach detected four learning tactics (Search oriented, Content and assessment oriented, Content oriented and Assessment oriented) which were used by MOOC learners. The analysis of tactics’ usage across learning sessions revealed that learners from different performance groups had different priorities. The study also showed that learning tactics shaped by instructional cues were embedded in different units of study in MOOC. The learners from a high-performance group showed a high level of regulation through strong alignment of the choices of learning tactics with tasks provided in the learning design. The paper also provides a discussion about implications of research and practice.

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Section: Introductionmentioning

confidence: 99%

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Fan

Matcha

Uzir

et al. 2021

Int J Artif Intell Educ

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“…[1,[3][4][5]. They found that technology in education supports the students' construction of knowledge [4], supports learner-centred learning [5] and improves learning and educational outcomes [1]. In addition, researchers found that the use of technology in mathematics learning concentrates on learners' differences, reduces misconceptions and hence, also improves students' performance [3].…”

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Enhancing motivational factors through personalized learning module

Samah

Yahaya

Ali

et al. 2014

2014 IEEE Conference on E-Learning, E-Management and E-Services (IC3e)

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The need has arisen towards the consideration of individual difference in order to enhance motivation in learning fractions. As a result, researchers found that students could improve the level of motivational factors if learn through preferred learning environment. Also, consideration of students' intentions and emotions encouraged students to learn more and effectively. Therefore, personalized learning modules of fractions were developed for each Learning Orientation Profile consists in Intentional Learning Theory, which are Transformance, Performance, Conformance and Resistance Learners. The modules also developed online based on multi-step problem solving involving fractions. In order to investigate learners' motivational factors including value of fractions, mathematical anxiety in learning fractions and self-concept of ability on fractions, scores for each motivational factors are collected thrice and compared. Then, the results are validated with open-ended questionnaires on the effectiveness of the learning modules. The results show that the modules could improve students' motivational factors in learning fractions.

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“…In addition to the convenience provided by online tools, there are also several limitations. However, it is not the suitability of the tool or its new and interesting tool that should guide the trainer in determining the choice of the tool, but the desired learning outcome (Akyürek, 2020; Morrison & Guenther, 2000).…”

Section: Introductionmentioning

confidence: 99%

Satisfaction Levels, Communication Situations, and Difficulties Encountered by University Students Regarding Distance Education

Demirbilek

2021

Education and Urban Society

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The aim of this study is to determine university students’ views on planning and conducting lectures in distance education, teaching materials, communication situations, and the difficulties they experience. A descriptive survey model, one of the quantitative research methods, was used in the study. Within the scope of the research, a distance education student satisfaction questionnaire developed based on the experiences of the researcher himself and an information form containing the personal information of the participants were used to collect data. The data collection tool was prepared over Google forms and delivered to 1,632 university students via What Sapp and mail. Since the study was prepared in descriptive and scanning type, descriptive statistics, t-test, and one-way analysis of variance (ANOVA) were used in the analysis of the data obtained. Descriptive statistics were used in the analysis of the first, third, fifth, and sixth questions; T-test and ANOVA were used in the analysis of the second and fourth questions. According to the findings of the research, it is seen that the anxiety of the students participating in the research is concentrated on the lectures and exams. Students with self-discipline overcome this process positively, while students without self-discipline often experience problems.

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Designing Instruction for Learning in Electronic Classrooms

Abstract: The World Wide Web offers unique teaching and learning opportunities. To take advantage of these opportunities, professors and designers need to understand not only how the Web can support learning but also how to design courses to make the most of Web capabilities.

Cited by 12 publications

References 16 publications

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Learning Analytics to Reveal Links Between Learning Design and Self-Regulated Learning

Enhancing motivational factors through personalized learning module

Satisfaction Levels, Communication Situations, and Difficulties Encountered by University Students Regarding Distance Education

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