E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory

Mohammed Afify

doi:10.3926/jotse.267

Abstract

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to ration the list and its performance indicators. Results illustrated that standards are too significant and appropriate for the purpose of the study. Results were discussed in the light of theoretical background results of researches and literature review in the field. The study provided recomendations and suggestions that can be used as practical applications in the field of developing E-learning content based on utilizing interactive digital concepts maps.

Highlights

Digital content used for learning in E-learning environment, greatly increased last decade
Defining E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory; Throw: Exploring literature review (Khamis, 2015) and academic studies (Hussin et al, 2009; Hsu et al, 2009) which handled standards of developing E-learning digital contentp and studies which handled characteristics of digital concept maps and their use patterns (Gonzalez-Brignardello, 2008; Kumar & Kahle, 2006; Tergan, 2005b; Cañas & Novak, 2005; Tergan, 2003; Royer & Royer, 2004); studies which handled principles of meaningful learning theory and constructivist learning theory and their characteristics (Karppinen, 2005; Grabe & Grabe, 2007; Huang et al, 2011) to define theoretical principles of presenting interactive digital concept maps
Results the author answers his questions according to analyzing response results of the sampling on the rate list proposed to define the significance of E-learning content based on interactive digital concept maps and their measurement indicators

Summary

Introduction

Digital content used for learning in E-learning environment, greatly increased last decade. Availability and increase of digital information necessitate availability of tools which help students and teaching staff members organize and integrate e-resources effectively and search within them to achieve learning and education objectives. Courses continuously increase online over the last decade. As a result of the increase and complexity of knowledge in various fields, many studies reported that students who have self-organization of their studies in an E-learning environment often suffer from over-cognitive load. They may feel confused while exploration, especially when studying according to resources-based learning strategy. There is a bad need for the tools that manage digital information in the educational contexts without exhausting the learner’s working memory (Tergan, 2005a)

Methods

Results

Conclusion