Instructional Design Framework Research Articles

Improv(is)ing research: Instructional design for serendipity in archival exploration

Much academic library instruction focuses on teaching students to search strategically. However, the same approaches may not apply when teaching how to explore a digital archive. In order to develop appropriate instructional design, the authors conducted an exploratory study of their students reflections on initial classroom experiences with a digital archive. This study pilots a novel application of Lennart Björneborn's 2017 framework for serendipity to identify combinations of personal factors which enabled students to improvise affective experiences into follow-up research actions. This article offers both (1) notes for coding applications of Björneborn’s framework and (2) suggestions for instructional design centering serendipity in archival exploration.

Comparing Video Modeling to Teacher-Led Modeling for Algebra Instruction with Students with Learning Disabilities

ABSTRACT Students with a mathematics learning disability face many challenges learning algebraic curricula. To support this population, targeted supplementary instruction beyond what is provided by a classroom teacher may benefit their learning outcomes. In this context, video modeling designed in accordance with an established instructional design framework may offer promise in mathematics for this population. While video modeling was studied extensively for students with severe disabilities, its application for students with a mathematics learning disability is limited. Using a single subject alternating treatments design, this study compared video modeling to teacher-led modeling for instructing three secondary students with a mathematics learning disability how to graph linear equations. Across intervention, all three students increased their performance on all dependent variables with both treatments, with teacher-led modeling providing greater accuracy scores for two of the three students. The results of this study and their implications for the field are discussed.

Continuous Quality Improvement of Writing Assignments: A Process for Faculty Development.

This article describes a four-step instructional design framework to assist nursing faculty with development of writing assignments. The framework encourages faculty to design assignments with a purpose, objectives, directions, and evaluation (PODE). Use of the PODE framework may reduce faculty frustration with students' writing assignments and allow for continuous quality improvement of assignments and students' writing skills. Faculty who have used the framework found it useful to improve development, assessment, and revision of course assignments, resulting in better work from students.

Instructional design for single information literacy sessions

The purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The author describes the Understanding by Design process in detail, noting modifications for single instructional session design with examples from the application of this instructional design process to design co-curricular instruction sessions for undergraduates.

Transformation of a face-to-face workshop into a Massive Open Online Course (MOOC): A design and development case.

The purpose of this design and development case is to share our experiences in the transformation of a face-to-face workshop into a Massive Open Online Course (MOOC) for a prominent MOOC platform. The goal of the workshop and MOOC is to teach learners how to conduct appropriate power and sample size analysis for multilevel and longitudinal studies in social and behavioral health research. Learners include people from across the biomedical research spectrum, from students to full professors. We first describe the design and development frameworks and processes used to create the three-day, face-to-face workshop. Then, we detail the design and development approach to transform this face-to-face workshop into a MOOC. At a macro-design level, we employed backward design (Wiggins & McTighe, 1998) as an instructional design framework. At a micro-design level, we used a combination of the first principles of instruction, the cognitive theory of multimedia learning, the nine events of instruction, and design recommendations for MOOCs found in the literature. We report the results of a formative evaluation of the MOOC. Finally, we provide closing remarks, lessons learned, and the next steps for the instructional program.

Literacy Intervention for Preschool Children at Risk of Literacy Difficulties in Malaysia

The purpose of this study was to evaluate an early literacy intervention programme for preschool children who are at risk for literacy difficulties. This study was designed based on the ADDIE instructional design framework: Analysis of needs, Designing intervention program and test, Developing and validating intervention module, materials, and test, Intervention, and Evaluation of the effectiveness of the intervention. A total of 64 kindergarten children from 10 preschools who were native speakers of Malay children – 32 intervention and 32 control, participated in this experimental study. Pretest and posttest were administered using Malay Early Literacy Skills Test Battery (MELSTB). Paired samples t-tests indicated that both groups progressed significantly in phonological awareness, reading, spelling and reading comprehension skills. However, intervention group significantly outperformed the control group in all literacy skill posttests. This study offered a viable intervention alternative within preschool curriculum.

Instructional Needs Analysis and Cultural Values in Online Learning

From a cultural perspective, the nature of online learning is related to learners’ high individualism and low power distance between learners and instructor, which is in contradictory with Indonesian cultural values of high collectivism and high power distance. This study aimed to analyze the cultural values of Indonesian learners, identify the instructional needs that were compatible with the learning culture, and design an instructional design framework which is compatible with the learning culture of Indonesian students in general so that the learning process can be maximized. This study employed quantitative descriptive method and a questionnaire was used as the instrument to gather data from a sample taken purposively, that is students who took online learning via Integrated Online Learning System (SPOT) learning management system. The results suggested that Indonesian students exhibited high power distance, low tolerance for uncertainty and were culturally more collectivist and feminine. These cultural values have implications on the process of online learning in three different areas, namely assessment, instruction, and communication. Thus, a framework of learning strategies has been proposed to overcome the problems posed by the learning culture of Indonesian students so that the online learning can be more effective.

Remodelling an engineering design subject to enhance students’ learning outcomes

This paper presents details of remodelling of an engineering design subject to enhance students’ learning outcome. The subject is offered for second year mechanical engineering undergraduates in the first semester of the academic year. The basic objective of the subject is to introduce the engineering design practice and to build up the essential skills to carry out open-ended engineering design projects systematically. Before remodelling, the subject had been taught and assessed mainly with the use of techniques normally used for knowledge building subjects. Students were given only limited opportunities to actively engage with the content, peers and the facilitator in-class. Considering the reserved nature of Hong Kong students, the subject was remodelled by incorporating carefully selected active learning methods. The scaffolded knowledge integration framework for instructional design is extensively used for this subject remodelling exercise. The remodelled subject was delivered and the learning outcome achievements were assessed using pre and post survey questionnaires, focus group discussion and individual student’s performance records. The assessment results indicate that the new approach of subject delivery and assessment methods are more effective in achieving intended learning outcomes and well accepted by the students.

The role of flipped instruction in teaching English as a foreign language

Flipping the classroom is emerging as a unique approach to improving learner retention and transfer, and making efficient use of class time. This article reviews the literature and research that offer evidence-based implications for its practice in higher education. The purpose of the article is to help higher education instructors maximize the learning experience, make data-driven decisions, and effectively shift accountability for learning in ways that improve learner outcomes. Emphasis is placed on aspects of flipping that situate it in the field of instructional design. The author describe specific strategies and tools for flipping using a three-stage framework for instructional design that involves learning in both asynchronous and synchronous environments. Readers will take away an understanding of effective practices and basic procedures and tools used to analyze, design, develop, implement, and evaluate a flipped learning experience.

Designing Language-Specific Online Translation Courses: A Proposal

Online learning is a mode of delivery that allows flexibility in learning for individuals to study with- out restrictions on pace, time, and location with the support of a structured learning program. The incorporation of the lifelong learning concept into higher education has prompted universities to provide online and on-campus programs in the form of both formal and non-formal education to cater to individuals of diverse backgrounds across multiple age ranges. Given the availability of university online programs and the growing demand for online translation courses and/or programs particularly from potential learners with proven language proficiency, this paper proposes an online learning model intended for adult learners with proficiency in English and Turkish that will lead to a professional certificate. The current system in Turkey does not provide sufficient credibility of translators in the eyes of employers and clients unless individuals hold an academic degree in translation or languages. Thus, it would be more beneficial for individuals having a good command of English and Turkish languages to seek a professional certificate granted by a higher-education institution, preferably in cooperation with a translators’ association, to enter the market or to earn credibility on the translation market. In response to the demand from individuals with proficiency in two languages, this study proposes an online course drawing on the ADDIE model, which provides a thorough framework for instructional design. This paper elaborates on five core elements of this model namely analysis, de- sign, development, implementation, and evaluation for teaching translation to adult learners online.

Engaging Learners in Online Environments Utilizing Universal Design for Learning Principles

Learner engagement in any instructional environment, including online, is critical to ensuring meaningful learning outcomes. Researchers discuss engagement as a complex construct consisting of emotional, cognitive, and behavioral domains. In e-learning, student engagement is difficult to achieve. Universal Design for Learning (UDL) is an instructional design framework focused on overcoming barriers to learning and providing learners with multiple ways to engage, receive instruction, and express learning. This framework is based on a premise of variability of all learners and designing learning that is flexible and systematically planned. This manuscript provides background information on UDL alongside practical strategies for planning e-instruction that is engaging and aligned with UDL principles.

Implementation and Evaluation of Flipped Algorithmic Class

Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This article answers this question through exploratory studies conducted at Algeria University. In this work, the authors have used a flipped classroom concept for an algorithmic course like java programming, based on learner's learning style and learner's skill level.

Facebook and Moodle Integration into Instructional Media Design Courses: A Comparative Analysis of Students’ Learning Experiences using the Community of Inquiry (CoI) Model

ABSTRACTDespite the educational potential of Facebook and Moodle, there are still unanswered questions about their impact on the student learning experience in a well-defined instructional design framework. This study aimed to compare the learning experiences of students who used Moodle (control group) and Facebook (experimental group), in terms of Community of Inquiry (CoI) model presence indicators, that is, cognitive, teaching, and social presence. Several learning activities for the development of learning environments were carried out by ninety-seven (n = 97) students who were enrolled in instructional media design courses in higher education. Findings from quantitative and qualitative analysis indicated that students using either Moodle or Facebook as their learning platform had similar perceptions of teaching and cognitive presence; however, Facebook users had a better social presence using the CoI model than their Moodle counterparts. Another point worth noting is that the experimental group’s female participants had better teaching presence, cognitive presence, and overall learning experience than their male peers.

Quilting a journey: decolonizing instructional design

In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.

Using digital storytelling to extend the flipped classroom approach

Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This paper attempts to answer this question through exploratory studies conducted in Algeria University. The purpose of this case study was to explore English education learners' experiences of digital storytelling through a flipped classroom approach.

Using digital storytelling to extend the Flipped classroom approach

Recent years have brought the need for new pedagogical approaches that appeal to the involvement and participation of learners in the learning process. One of these approaches is the flipped classroom, which gives to learners the possibility to prepare for the next class, through pre-recorded video lectures and close-ended problems. Many studies merely replace in-class instructions by videos and use class time for group discussions. Nevertheless, what instructional design framework should we use in planning the overall flipped classroom approach? This paper attempts to answer this question through exploratory studies conducted in Algeria University. The purpose of this case study was to explore English education learners' experiences of digital storytelling through a flipped classroom approach.

Digital storytelling and visual metaphor in lectures: a study of student engagement

ABSTRACTDigital storytelling is a multimodal instructional design framework that helps to explain complex concepts using narrative and metaphor. Drawing from conceptual metaphor theory, we explore the effect of digital storytelling on student engagement and understanding of unit material in two undergraduate units. Through a mixed methods approach, visual elements of storytelling and metaphors are found to increase student engagement. Greater increases in student engagement are found for accounting students than a comparison cohort of management students. The main contribution of this paper is in using conceptual metaphor theory to create a new understanding of student engagement regarding rich metaphors becoming cognitively aligned with accounting concepts. A storytelling approach further helps to improve student engagement by connecting multiple metaphors into a compelling overarching narrative. We present accounting education practitioners with specific recommendations for improving student engagement by introducing narrative and metaphoric elements into lectures.

The relevance and efficacy of metacognition for instructional design in the domain of mathematics

The efficacy of metacognition as theory-based instructional principle or technique in general, and particularly in mathematics, is explored. Starting with an overview of different definitions, conceptualizations, assessment and training models originating from cognitive information processing theory, the role of metacognition in teaching and learning is critically discussed. An illustrative training program in kindergarten demonstrates that explicit and embedded metacognitive training can have an effect on mathematics learning even in very young children. Theoretical and methodological issues for future research, and recommendations for mathematics educators, are analyzed within the framework of the Opportunity-Propensity and Universal instructional design framework, demonstrating the relevance of metacognition in the domain of mathematics teaching, impacting children’s learning of mathematics and their active involvement in their learning process.

UDL and Intellectual Disability: What Do We Know and Where Do We Go?

As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.

An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments

Many approaches, models and frameworks exist when designing quality online learning environments. These approaches assist and guide instructional designers through the process of analysis, design, development, implementation and evaluation of instructional processes. Some of these frameworks are concerned with student participation, some with motivation and some with student success. All these variables affect active participation and engagement of the student to some degree but the main concern is how to design online instruction conducive to high level of engagement. Therefore, this paper presents an instructional design framework along with a set of strategies that could be used to foster learner engagement in online learning. This framework is result of an extensive literature review on student engagement and is aimed at summarizing the results in a cohesive way for online instructors. For e-learning design and development to be successful online designers and instructors need better approaches to increasing student engagement and its authors hope that proposed framework provides such an approach.