Aspects Of Instructional Design Research Articles

The development of rubi web (rumah biologi web) in biodiversity concept

This study aims to develop a web-based learning media, namely RUBI WEB (Rumah Biologi Web) in the concept of biodiversity. The research method used in this research is a modified development research method from Borg & Gall (2003) whose stages consist of information gathering, planning, product development, and initial field trials. Aspects of the assessment of the material assessed include aspects of material and aspects of language, then aspects of media assessment that are assessed include aspects of software engineering, aspects of instructional design, and aspects of visual communication. The results of the material feasibility test by material experts obtained a percentage value of 80% and media feasibility tests by media experts obtained a percentage value of 83.4%. The results of the user response test by students obtained a percentage value of 86. Therefore, it can be interpreted that the RUBI WEB website learning media in the concept of biodiversity is included in the grade A+ category with a range of percentile ratings between 96-100%, best imaginable adjectives category, acceptable level of acceptance, and NPS (Net Promotore Score) in class promoter, i.e. users are satisfied and loyal to RUBI WEB media, so that they can make users want to recommend this media to others

Collaborative group work: university students' perceptions and experiences before and during COVID-19.

The present study examines how the transition from in-person to online instruction following COVID-19 restrictions impacted group work in higher education contexts. Senior undergraduate students were surveyed regarding their perceptions and experiences with collaborative instructional methods in the Fall term preceding shutdown associated with COVID-19 and one year later when learning had shifted to online formats due to health mandates. Although students had fewer courses, they had more group work assignments during the pandemic than before. Group work experiences were rated less favorably in terms of efficiency, satisfaction, motivation, and workload demands during the pandemic versus before. However, forming friendships among group members was a salient feature associated with positive perceptions toward group work both before and during the pandemic. Anxiety was associated with negative perceptions toward group work only during the pandemic. Despite considerable comfort and familiarity with online tools, in-person contexts were rated more favorably than online contexts in terms of quality of work produced and learning. Findings reinforce the need to consider inclusion of interactive and social opportunities as important aspects of instructional design, especially in online contexts.

PENGEMBANGAN RUBI WEB (RUMAH BIOLOGI WEB) DALAM KONSEP KEANEKARAGAMAN HAYATI THE DEVELOPMENT OF RUBI WEB (RUMAH BIOLOGI WEB) IN BIODIVERSITY CONCEPT

This study aims to develop a web-based learning media, namely RUBI WEB (House of Biology Web) in the concept of biodiversity. The research method used in this research is a modified development research method from Borg & Gall whose stages consist of information gathering, planning, product development, and initial field trials. Aspects of the assessment of the material assessed include aspects of material and aspects of language, then aspects of media assessment that are assessed include aspects of software engineering, aspects of instructional design, and aspects of visual communication. The results of the material feasibility test by material experts obtained a percentage value of 80% and media feasibility tests by media experts obtained a percentage value of 83.4%. The results of the user response test by students obtained a percentage value of 86. Therefore, it can be interpreted that the RUBI WEB website learning media in the concept of biodiversity is included in the grade A+ category with a range of percentile ratings between 96-100%, best imaginable adjectives category, acceptable level of acceptance, and NPS (Net Promotore Score) in class promoter, i.e. users are satisfied and loyal to RUBI WEB media, so that they can make users want to recommend this media to others.

A Study on the Effectiveness of an Undergraduate Online Teaching Laboratory With Semantic Mechanism From a Student Perspective

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

Evaluar el desempeño en el marco del modelo educativo basado en competencias en educación superior con apoyo de redes sociales: un estudio de caso

A research about performance evaluation was conducted in a graduate online course designed in the Based-Competency Model. Facebook was used as a social and interactive tool that would permit sharing information to illustrate various aspects of diverse educational contexts as well as the impacts of the implementation of improvement projects seen from the beneficiaries’ perspective. Case Study was the methodology selected. Postgraduate students got the task to work on certain improvements on learning assessment matters. The educational scenarios were located in Mexico and Colombia. 7 units of analysis were chosen among 34 possible. The findings pointed out that students worked on their contexts in alignment with the stipulated academic competencies. The use of video materials posted and shared using Facebook allowed get a deeper understanding of the way the benefits influenced in each of the educational communities. Besides, these products evidenced students’ appropriate performance. In conclusion, the use of social networks for fortifying performance assessment is highly recommended. Moreover, it is expected that these benefits also influence some of the curricular and instructional design aspects.

Initial evidence to validate an instructional design-derived evaluation scale in higher education programs

Instructional design has been a key strategy in ensuring the quality of higher education; therefore, it is essential to evaluate its effects on learning processes through the use of tools that comply with defined technical standards. Hence, the purpose of this study is to validate a scale used to evaluate the degree to which the students perceive the five aspects of instructional design: objectives, curricular content, learning activities, educational resources, and the existing evaluation strategy at the Costa Rica Institute of Technology (TEC). Through the use of an analytical and descriptive study, as well as qualitative and quantitative techniques, a Likert evaluation scale was designed. According to the results, the final version of the instrument consisted of 33 items and had a confidence coefficient of 0.923. In regards to the evidence associated to its validity, it was possible to verify the representability and relevance of the instructional design components and their factorial structure. The main conclusion obtained from this study is the importance of measuring, from a systemic perspective, the instructional design components, in classroom, blended learning and virtual courses with tools that are properly validated in order to guarantee the confidence level and valid interpretation of the results.

Making progress in the ethical treatment of medical trainees.

There is an inherent conflict within clinician educators as we balance the roles of healthcare provider to patients in need of care with that of educator of learners in need of teaching. In this essay we use Beauchamp and Childress' principles of biomedical ethics as a framework to compare the relationship that clinician educators have with their patients and their learners, and suggest that while we typically apply ethical principles when addressing the needs of our patients, these principles are frequently lacking in our interactions with learners. This dichotomy reflects a person-by-situation interaction that may be partly explained by the expectations of the regulatory bodies that define how clinicians should interact with patients and how educators should interact with learners. The result is that we may fall short in applying respect for autonomy, beneficence/nonmaleficence, and justice when addressing the needs of our learners. Fortunately there are ways in which we can incorporate these ethical principles into our interactions with learners while still adhering to accreditation standards and institutional policy. These include flipped classrooms and simulated learning experiences, incorporating aspects of instructional design that have been shown to improve learning outcomes, providing additional resources to learners with greater needs, and organizing training curricula around entrustable professional activities. Although the consistent application of ethical principles with all learners during all learning experiences is likely unachievable, we can, and should, move towards more ethical treatment of our learners.

Chinese international students' experience of studying online in New Zealand

Reasons distance students seek online study options include pursuing subjects of interest, taking subjects not available to them locally, or gaining a qualification from an institution of specialisation or reputation. However, when students travel to another country for study, what prompts these students to elect to study online? International students in New Zealand have the opportunity to study online through most tertiary institutions. This paper reports on a research project investigating Chinese graduate students’ experience of learning online while in New Zealand, and the impact of culture on their learning. This study highlights the benefits of particular aspects of instructional design and makes recommendations to help eEducation educators maximise the benefits of online learning for international students.

THE INTERACTION OF READING SKILLS AND SCIENCE CONTENT KNOWLEDGE WHEN TEACHING STRUGGLING SECONDARY STUDENTS

Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks. For reading instruction, this approach features carefully selected vocabulary, word reading instruction, oral (including partner reading) and silent reading with reading fluency practice as needed, and explicit instruction on comprehension strategies, such as retelling, concept mapping, and summarization. The teaching of the science content incorporates instructional design principles that have been documented to improve comprehension of science content, process skills, and higher order thinking. Six aspects of instructional design that are discussed are the identification and teaching of big ideas, the systematic instruction of vocabulary (including science affixes), a review and integration of core concepts, visual displays of how core concepts are integrated, mnemonics for core concepts, and structured hands-on activities.

Negotiating and maintaining the spirit of a partnership

Performance ImprovementVolume 43, Issue 2 p. 24-28 Article Negotiating and maintaining the spirit of a partnership Dr. Martha Jensen CPT, Dr. Martha Jensen is the Executive Director of Organizational Development for a large financial services firm in San Francisco. She works with executive teams and leaders to help them meet their business goals and improve organizational results by creating strategies and interventions for organizational and cultural alignment. Martha has worked in the field of training and organizational development for more than 15 years, emphasizing a performance technology approach to business problems in the areas of change management, strategic planning, learning, and business performance management. Working in high-tech, financial services, and government, she has held global management positions in customer education, operations, professional services, marketing, human resources, and corporate development. A frequent presenter for the International Society for Performance Improvement, American Society for Training and Development, and other international organizations, Martha has an MA in Instructional Technology from San Jose State University and an EdD in Educational Psychology and Technology from the University of Southern California. She may be reached at martha_jensen@yahoo.com.Search for more papers by this authorJeanne Farrington CPT, Dr. Jeanne Farrington is President of J. Farrington Consulting. She provides business consulting to companies of all sizes, working with them to define their strategic approach to education, learning, career development, and performance improvement. She also designs and implements training and performance improvement projects for a variety of audiences and outcomes. Jeanne has taught university courses and corporate workshops on many aspects of instructional design, performance technology, and web-based training. She has worked internally as a training professional and manager at Sun Microsystems, Silicon Graphics, and Hewlett-Packard. Jeanne has an MA in Instructional Technology from San Jose State and an EdD in Educational Psychology and Technology from the University of Southern California. She is an adjunct professor at the University of Southern California. She also is coauthor of From Training to Performance Improvement: Navigating the Transition. Jeanne may be reached atjeanne@jfarrington.com.Search for more papers by this author Dr. Martha Jensen CPT, Dr. Martha Jensen is the Executive Director of Organizational Development for a large financial services firm in San Francisco. She works with executive teams and leaders to help them meet their business goals and improve organizational results by creating strategies and interventions for organizational and cultural alignment. Martha has worked in the field of training and organizational development for more than 15 years, emphasizing a performance technology approach to business problems in the areas of change management, strategic planning, learning, and business performance management. Working in high-tech, financial services, and government, she has held global management positions in customer education, operations, professional services, marketing, human resources, and corporate development. A frequent presenter for the International Society for Performance Improvement, American Society for Training and Development, and other international organizations, Martha has an MA in Instructional Technology from San Jose State University and an EdD in Educational Psychology and Technology from the University of Southern California. She may be reached at martha_jensen@yahoo.com.Search for more papers by this authorJeanne Farrington CPT, Dr. Jeanne Farrington is President of J. Farrington Consulting. She provides business consulting to companies of all sizes, working with them to define their strategic approach to education, learning, career development, and performance improvement. She also designs and implements training and performance improvement projects for a variety of audiences and outcomes. Jeanne has taught university courses and corporate workshops on many aspects of instructional design, performance technology, and web-based training. She has worked internally as a training professional and manager at Sun Microsystems, Silicon Graphics, and Hewlett-Packard. Jeanne has an MA in Instructional Technology from San Jose State and an EdD in Educational Psychology and Technology from the University of Southern California. She is an adjunct professor at the University of Southern California. She also is coauthor of From Training to Performance Improvement: Navigating the Transition. Jeanne may be reached atjeanne@jfarrington.com.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140430207 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Volume43, Issue2February 2004Pages 24-28 RelatedInformation

Online Distance Education at the Universiti Sains Malaysia, Malaysia: Preliminary Perceptions

Availability of technology is no longer an issue, but in view of the promise of distance education and the development of electronic communication and network, the distance learning programme at the Universiti Sains Malaysia is directing its virtual multimedia course delivery via online education. The instructional design aspects of a multimedia course topic are presented. The results of a preliminary perceptions towards online education in distance learning conducted at the recent launching of online education in USM revealed that students perception is still focused on accessibility and presentation rather than pedagogical techniques and interactivity. L'éducation à distance en ligne à l'Universiti Sains Malaysia :Perceptions preliminairs La disponibilité de la technologie n'est plus un problème mais devant les promesses de l'éducation à distance et le développement des réseaux électroniques de communications, le programme d'enseignement à distance de l'Université Sains Malaysia oriente ses cours virtuels multimédia via l'éducation en ligne. Cet article présente les aspects de l'élaboration éducative d'un sujet du cours multi-media. Les résultats des perceptions préliminaires vers l'éducation en ligne dans l'enseignement à distance conduit lors du lancement du « on-line education » dans l'USM a révelé que la perception des étudiants est toujours concentrée sur l'accessibilité et la présentation plutôt que sur les techniques pédagogiques et l'interactivité. Online Fernstudien an der Universität Sains Malaysia, Malaysia: Vorläufige Auffassungen Verfügbarkeit von Technik ist heute kein Thema mehr. Im Hinblick auf die Aussichten von Fernstudien und der Entwicklung elektronischer Kommunikation und Netzwerken führt die Universität Sains Malaysia die Zulieferung ihrer Fernstudienprogramme mit virtuellem Multimediamaterial online durch. Die Gesichtspunkte für ein Multimediakurs-Thema werden dargestellt. Die Ergebnisse einer vorläufigen Meinungsbildung in Richtung Online-Unterweisung im Rahmen der kürzlich erfolgten Einrichtung von Online Education in USM offenbarte, dass im Zentrum der Wahrnehmung der Studenten immer noch mehr der Zugang und die Darstellung denn die pädagogischen Techniken und möglichen Interaktivitäten stehen.

Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning

When students are required to learn a new computer application program, frequently they need to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load. Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, can also impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. In Experiment 1, the first author developed a windows spreadsheet, computer-based training package with an integrated format, to test these hypotheses. The split-attention effect was investigated by comparing the performance of a group of students using the integrated computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hard-copy of this training software. Results from Experiment 1 supported the above cognitive load hypotheses. Specifically, in areas of high information complexity, the integrated computer-based training software group clearly outperformed both the conventional manual plus computer software group, and the computer-based training software plus hard-copy group, thus demonstrating both split-attention and redundancy effects. Experiment 2 partially replicated this result, as well as providing support for a cognitive load explanation of results by measuring mental load. In the light of these findings and previous research, it is suggested that cognitive load is a major factor in all aspects of instructional design. Computer training software that reduces extraneous cognitive load by adopting integrated computer-based training formats can considerably facilitate learning.

Teachers' thinking elicited from interactive multimedia professional development courseware

This paper reports data obtained on practicing teachers' thinking as they interacted with a professional development interactive multimedia (IMM) courseware package. The data were obtained from 11 participating teachers via stimulated-recall interviews. Two types of thinking are detailed and discussed. The first type is those mediating processes engaged in by teachers during study sessions that related to the academic and professional content of the IMM package. The second type is those evaluative thoughts reported by teachers that related to instructional design aspects of the IMM courseware. The latter data were used to develop a classification system that provides a conceptualization of the major components, as perceived by the participating teachers, that relate to instructional design.

Instructional design and authoring software

This article explores the instructional design aspects of authoring software used to develop Computer Based Instruction (CBI) programs. The significance of following good design principles for interactive instruction is emphasized. The nature of authoring languages and authoring systems is discussed. A series of practical considerations in using authoring software and implications for instructional design are described. Finally, needed developments in authoring software including intelligent tutoring and automated instructional design systems are outlined.