MILEs Multimedia Intentional Learning Ecosystems (MILEs)

Abstract

Background: Recent developments in flexible learning and online teaching due to the global COVID-19 pandemic have sought to link the attributes of high-quality instruction with social constructivists’ theories to provide an ethical compass for navigating sustainable Multimedia Intentional Learning Ecosystems (MILES). Despite lingering doubts about the design and implementation of such ecosystems, belief in the perceived benefits motivates educators to persist.
 Objectives: Research about methodology has revealed contradictory results that have not broken new pedagogical ground. Despite looking good on paper, the effectiveness and real-world utility of such guiding principles are often difficult to assess because the principles do not facilitate the development of self-efficacy.
 Methods: Initially, the proposed methodology was of a follow-up sample web survey. However, such a survey would suffer because only a snapshot would be captured. Consequently, the web survey evolved into a non-equivalent pretest-posttest control group Internet quasi-experiment.
 Result and Conclusion: Teaching staff with traditional, minimal or no online teaching experience should not have to be reliant on trial and error to learn about how to teach effectively post the global COVID-19 endemic. There is little use in knowing what instructional technology has to offer unless educators are confident to step forward knowing when, where and how to best use instructional technology to support learning.
 Major Takeaways: The validation of DLISt7 by factor analysis to promote the use of the concept as a toolkit for educators coming to terms with or transitioning to flexible learning and online teaching in response to the global COVID-19 fallout.
 Background: Recent developments in flexible learning and online teaching due to the global COVID-19 pandemic have sought to link the attributes of high-quality instruction with social constructivists’ theories to provide an ethical compass for navigating sustainable Multimedia Intentional Learning Ecosystems (MILES). Despite lingering doubts about the design and implementation of such ecosystems, belief in the perceived benefits motivates educators to persist.
 Objectives: Research about methodology has revealed contradictory results that have not broken new pedagogical ground. Despite looking good on paper, the effectiveness and real-world utility of such guiding principles are often difficult to assess because the principles do not facilitate the development of self-efficacy.
 Methods: Initially, the proposed methodology was of a follow-up sample web survey. However, such a survey would suffer because only a snapshot would be captured. Consequently, the web survey evolved into a non-equivalent pretest-posttest control group Internet quasi-experiment.
 Result and Conclusion: Teaching staff with traditional, minimal or no online teaching experience should not have to be reliant on trial and error to learn about how to teach effectively post the global COVID-19 endemic. There is little use in knowing what instructional technology has to offer unless educators are confident to step forward knowing when, where and how to best use instructional technology to support learning.
 Major Takeaways: The validation of DLISt7 by factor analysis to promote the use of the concept as a toolkit for educators coming to terms with or transitioning to flexible learning and online teaching in response to the global COVID-19 fallout.