Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

Dabbagh, Nada; English, M. A.

doi:10.1007/s11528-015-0868-4

Cited by 12 publications

(4 citation statements)

References 16 publications

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“…The direction of digital media art is to create a nonexistent future world or virtual world. The most common themes of digital media art are people, society, universe, man and nature, technology and culture [19].…”

Section: ) Show the Universality Of The Subject Mattermentioning

confidence: 99%

Retracted: Teaching Design and Practice Based on the Dissemination of Professional Knowledge in Digital Media Environment Art Design

Sheng³

2024

IEEE Access

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At present, with the rapid development of the computer Internet, digital media art based on digital technology, to create a high aesthetic works of art and information products. Digital media has gradually evolved into the latest technology in the world, covering a wide range of fields, including education. Its reasonable application in teaching design can significantly improve teaching efficiency and quality. Based on the above background, the purpose of this paper is based on the digital media environment art design professional knowledge communication teaching design and practice. Therefore, this study will be based on the connotation and core of digital media environmental art knowledge construction theory, based on the actual teaching situation in China, to construct a universal teaching mode. This study comprehensively uses the methods of literature research, action research and investigation. First of all, the connotation of digital media characteristics, basic principles, process law and other content of in-depth exploration. Secondly, based on the content of theoretical exploration, combined with the actual teaching situation in China, the design principles and design ideas of the teaching mode are determined, and the "IG-GC two-level six stage knowledge construction teaching mode" is constructed. Finally, the teaching model is applied to real teaching cases, and it is found that the new teaching mode can improve students' scores by 20%. The rationality and effectiveness of the teaching mode are preliminarily verified through standardized tests and questionnaire interviews.

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Section: ) Show the Universality Of The Subject Mattermentioning

confidence: 99%

Retracted: Teaching Design and Practice Based on the Dissemination of Professional Knowledge in Digital Media Environment Art Design

Sheng³

2024

IEEE Access

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“…Carneiro et al [2] differentiated between two forms of the concept of self-regulated learning: one, which is more restrictive, refers to the self-regulation of learning processes by the student himself/herself to carry out a given task (where more didactic strategies would come into play in formal educational contexts), oriented, therefore, at autonomy in the process; and another, broader one is equivalent to self-directed learning and refers to taking the initiative and responsibility in selecting, managing and assessing their own learning activities, which may occur at any time, place, age and through any means (which may include informal learning processes), oriented more at learning to learn [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning and Technology-Enhanced Learning Environments in Higher Education: A Scoping Review

2021

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This paper seeks to identify the characteristics of studies of self-regulated learning that consider the use of technology-enriched environments in higher education. To this end, a review was conducted of the scientific literature during the period 2015–2021 in various scientific databases. The analysis identified 42 research papers that met the inclusion and exclusion criteria. The results show that this topic has been gaining interest among researchers and the main strategies developed to self-regulate students in academic virtual environments. On the other hand, classical self-regulated learning models underpin most of the studies reviewed; Zimmermann’s approaches, or those derived from his work, are the most frequent. As regards the methodology adopted, the preferred focus is quantitative; the questionnaire is the most used for data collection. Most of the research was carried out with students studying for different university degrees; the most-analysed technology tools were LMS platforms.

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“…As the process of teaching and learning is based on constant interaction between the teacher and students, student comments on the adapted version are highly valuable in assessing if the ISM was adapted properly and if other alterations are needed. Students may present their opinions, remarks, suggestions from their point of view and to assess the teacher's efforts (Jefferies & Hyde, 2009 Dabbagh & English (2015) maintain that all assessment of curriculum has to be based on student opinions and comments. The aim of adapting ISMs is to facilitate and improve the learning process for students which in regard to their assessment, is inseparable.…”

Section: Assessment Of Adapted Ismsmentioning

confidence: 99%

Innovative Study Methods Adaptation: The Power of an Effective Teacher

Gaižiūnienė¹

2019

EJSBS

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Teachers in modern higher education are facing a significant challengeto adapt themselves and to adapt educational process to a constantly changing student demographic. Innovative study methods (hereinafter -ISMs) have been developed to meet the learning needs of modern students, making their use necessary and desirable in every teacher's activities. ISMs are accepted more quickly by students in such cases when these methods align with their cultural, social and value basis. Thus, teachers need to adapt the ISMs to their own and their students' personality traits, needs and aspirations. It is important to determine in this context how the adaptation of ISMs take place in the context of teachers' activities. The teacher is the main actor in the adaptation process of educational innovations because s/he will decide how to adapt the ISMs. Hence, it is important to identify the key teacher characteristics that influence this process. The theory of adaptation, which is customized to the university context, is used to construct a theoretical model. This paper presents the conceptual framework, based on literature analysis and theoretical modeling, and reveals the innovation process and innovation decision process through teacher and student interaction in higher education. The paper demonstrates that the teacher's competence, personality traits, attitudes, and the past experience of ISMs adaptation play a pivotal role in an ISM adaptation process. Key activities of ISM adaptation include identification of the elements, their modification, and consultations with ISMs developers about adapted elements, testing and analysis of adapted elements.

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Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

Cited by 12 publications

References 16 publications

Retracted: Teaching Design and Practice Based on the Dissemination of Professional Knowledge in Digital Media Environment Art Design

Retracted: Teaching Design and Practice Based on the Dissemination of Professional Knowledge in Digital Media Environment Art Design

Self-Regulated Learning and Technology-Enhanced Learning Environments in Higher Education: A Scoping Review

Innovative Study Methods Adaptation: The Power of an Effective Teacher

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