Learning Instructional Design Research Articles

Developing teaching material design of basic English Vocabulary based on interactive multimedia for Elementary School

Teaching English vocabulary to children in the classroom should begin as early as possible because childhood is a golden age when everything may be absorbed simply and rapidly. Language holds the belief that the earlier children learn a foreign language, the easier it is for them to master it, and that children may learn a language more quickly and with less difficulty than adults. This research aims to develop a learning design instructional material model of basic English Vocabulary based on interactive multimedia for elementary students and to increase knowledge and skills of language, especially for elementary school students. Development of learning model and instructional material design followed a research design and development model designed. This research is an extensive process in designing the students' needs and develop the product or course material of basic English vocabulary to increase the ability or skills of elementary students in learning language through interactive multimedia. The sample of this research is the students at one of the elementary schools in Makassar. The research showed a learning model based on the interactive multimedia syllabus and instructional material design of basic English Vocabulary. The researchers suggested that formative assessment be undertaken each time the materials are delivered to determine which components should be modified to increase the materials' instructional and motivating value. Furthermore, summative evaluation should be carried out in order to make a policy decision on whether or not to use instructional materials based on real evidence of their success.

Five Tips from Filmmakers: An Online Instructional Module for Documentary Film Research

Information about the overall documentary filmmaking process is available; however, there is a lack of literature and educational resources about how to conduct subject research and data collection. As documentary filmmaking becomes an increasingly democratic endeavor due to technology, and information distribution and education use increases, there is a corresponding need for quality resources to support this essential step. In this study, a content-rich, technology-enhanced, online instructional module that was designed and developed in another study to guide and assist beginner documentary filmmakers with subject research and data collection, was implemented and evaluated by the target audience. This module featured five filmmaking tips summarizing professional documentary filmmakers’ wisdom and expertise with subject research and data collection. Motivational and instructional models served as frameworks to inform and guide the study’s learning design process. The quantitative and qualitative findings, field notes and observations provided data triangulation. After analysis and interpretation were completed, the results significantly confirmed the module had a positive, educational impact on the target audience and accomplished its purpose. This module addressed the lack of resources and utilized consultation of experts in content design and development to improve the creativity and production of beginner documentary filmmakers. This project successfully merged learning sciences theory and instructional design with humanities and arts research. It will contribute to the literature of documentary film research studies, the fields of instructional design and education, and the humanities. It has significant potential to influence and impact the broad possibilities of innovative, interdisciplinary research design and collaboration.

Mastering futures literacy in higher education: An evaluation of learning outcomes and instructional design of a faculty development program

Futures Literacy (FL) is a capability yet to take root within the context of Higher Education (HE). As HE is increasingly addressing complex societal issues, developing FL can be important for both HE students and faculty. This study evaluates a faculty development program that sets out to build FL within the context of HE. The aim is twofold. First, it explores to what extent participants developed the program's three learning outcomes concerning FL: enhanced perception, embracing complexity and new sense of agency. Second, it evaluates participants’ perceived value of the program's instructional strategies and design.Measurement tools were a survey based on Wenger’s value creation model and a selection of open-ended reflectional exercises. A first exploration of the data indicates all participants reported development in one or more FL learning outcomes. They also show that the program's instructional strategies and design supported participants in their learning. Further study is needed to understand the working mechanisms and design principles for developing FL in educational settings and beyond.

Development of a Mapping Program to Teach Online-Based Financial Accounting Courses During the COVID-19 Pandemic

The purpose of this research was to develop a mapping program for online-based teaching, using the instructional learning design based on ICT. Developing the mapping program consisted of three stages: the analysis stage, design stage and development stage, where each step had an output that supported the process of content development of the learning media. This mapping program is expected to support online learning for the Financial Accounting course during the COVID-19 Pandemic.
 Keywords: Financial Accounting, Mapping Program, Online-Based Financial Accounting Courses

Design, Development, Implementation, and Support (DDIS): A Curriculum Supporting Online Doctoral Candidates

Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs. Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional design methods. The instructional design process resulted in a scaled schedule of interactions linked to the development of specific cognitive processes, academic skills, and expert knowledge required by doctoral candidates for successful completion of their degree programs. Results: This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates. The interactions identified were linked to the development of critical processes, skills, and knowledge to increase the effectiveness and efficiency of the candidate’s progress. Conclusions: The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful.

A scoping review of the application of systematic instructional design and instructional design models by academic librarians

BackgroundAcademic libraries are providing more instruction than ever to increasingly diverse audiences. Librarians have also shown increased interest in learning theories and instructional design (ID). However, there has not yet been a systematic survey of the literature on how librarians are using ID models and systematic ID in professional practice. MethodsThe researchers conducted this scoping review of journal articles published since 1990 to look at what ID models or systematic ID are used in academic library instruction and what is role and influence of ID. Nine databases were searched to identify articles. ResultsOf the 11,221 abstracts, 58 articles described use of a systematic ID or an ID model to create an instructional product. The review found that ID models were sparsely represented in the literature and that it often appeared in a simplified or adapted form. However, it held particular promise as a tool for collaboration and reflective teaching practices. ConclusionsWhile instruction represents a major skillset in academic librarianship, the application of ID needs further representation in the scholarly literature. Further reflection on librarian use of ID can inform teaching practices committed to accountability in higher education and learner centeredness for their populations.

A systematic review of academic interventions for students with disabilities in Online Higher Education

ABSTRACT The development of new educational environments based on the use of ICT has enabled the possibility to improve access and involvement for students with disabilities at the university level. Hence, this systematic review attempts to synthesise the main findings of previous interventions aimed to promote the inclusion of these students in Online Higher Education, as well as to analyse their contribution on the students’ academic success, by considering the principles of both Universal Instructional Design and Universal Design for Learning. A systematic search was conducted in four databases (WOS, Scopus, ERIC, and ProQuest) following the PRISMA-P statement. This search yielded 15 articles according to the defined criteria. Four thematic categories were identified throughout a thematic synthesis: Accessibility, support, socialisation, and academic success. The findings show that both accessibility and support are important factors for promoting the disabled students’ academic success in Online Higher Education but also highlight the need to apply the Universal Design in the whole system. Furthermore, the issues of academic support, inclusive pedagogical practices, and socialisation should be deeply analysed to inquire about their contribution to the students with disabilities’ academic success. Lastly, the limitations of this study and future implication for research are discussed.

Professional Standards: A Framework for Distance Learning Instructional Design

The introductory course in an online distance learning program can provide a solid foundation towards achieving a professional identity. The American Association of School Librarians Standards for Initial Preparation of School Librarians (2010) was used to frame the online course design detailed and evaluated in this paper. Content analysis of course introductions and closing reflections from 401 students over eight semesters of coursework determined that the introductory course was establishing a foundation in accordance with those standards, as well as moving students toward upper levels of Miller’s Pyramid. This study clarified the appropriateness of using the AASL Standards as a design framework and Miller’s Pyramid as an assessment tool.

Learning experience design for augmented reality

Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research.
 This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.

Collaborative Online Professional Development Design

COVID-19 has impacted not only higher education teaching practice, but also professional development (PD) such as F2F workshop sessions for supervisor training have had to pivot to online modes. This presentation overviews the process of designing an academic supervision training workshop as an online module that can be used as a design framework for other professional development and training contexts. We used a design-based research methodology (McKenney & Reeves, 2019) encompassing three stages.
 Stage 1 Evaluation and Analysis
 We formed a collaborative design team of two academics and a professional staff member and met regularly over Zoom as due to COVID-19 we were all working from home, and across countries (Australia and New Zealand). We began with an evaluation of the existing introductory supervision online module to identify key design elements and refinements that we could integrate into the new refresher module. This was followed by a collaborative definition of the scope of the new PD module that was focused upon providing a ‘Refresher Course’ for experienced higher degree research supervisors. We decided to focus the content of the module upon authentic user-generated scenarios from highly experienced academics across the university. User reflection was designed through an optional link to contribute to an institutional Wiki page to provide tips and comments from user experiences in supervision. The analysis of users needing an informative but short time investment in the refresher module highlighted the need for collating resources that would be referenced throughout the module to be made available at the end of the module as a downloadable interactive PDF resource for users.
 Stage 2 Collaborative Prototype Design
 An initial storyboard module prototype based upon learning object and instructional design principles (Boyle, 2003; Author1, 2007; Reigeluth et al., 2016) was created. While we began with big ideas based upon the rapid prototype of how to make the new module interactive and appealing to the users there were significant design restraints imposed by the institutional Course Builder online development platform, that provides a basic Web 1.0 approach to online module design and delivery. This meant that user interaction options were limited, file size uploads were small, and display dimensions fixed. Therefore, Vimeo was used to host and embed the video vignettes in the module pages through an institutional license providing a range of privacy and customisation options. We were able to negotiate these technical design hurdles, albeit with downgraded expectations of user interaction within our new module design.
 Stage 3 Evaluation and Redesign
 User feedback on the initial prototype was very positive and the user-generated video vignettes and funky iPad created graphics were highlights. Feedback also highlighted the need for additional user instructions, a more unified design across the module and implementation of accessibility features such as closed captioning for the video vignettes. This was achieved through maintaining a consistent font and paragraphing style and creating a new embedded player style format for the Vimeo video host platform. Closed captions were added by manually transcribing and timecoding the videos on Vimeo.

Information and communications technology (ICT) based of chemistry instructional learning design for students with multiple intelligence

ICT-Based for Chemistry Instructional Learning specifically designed for multiple intelligence students is one of the innovations that answer the needs of learning chemistry in the era of industrial technology 4.0. This research was conducted using a mixed method with exploratory design, with an experimental sample of class XI students with a minimum of 5 multiple intelligence. Validation by the expert was carried out to determine the initial quality of Chemistry Instructional Learning in the form of media created using Adobe Flash CS 6. The test, questionnaire and interview instruments were used to determine the practicality and response of students. The product in the form of Learning Media for students with Multiple Intelligence is the result of this study, with a validity value of 88.33%. The Practicality Test yields a value of 88.98 and student responses show that 95.2% of students are very interested in learning using ICT-based Chemistry Instructional Learning. This research shows that this media can be implemented to support student learning with multiple intelligence. However, further research is needed to find out the results of its implementation and effectiveness.

On-Line Learning Assessment: Egyptian Universities as a Case Study

This article presents results of a study on the level of satisfaction of graduate and undergraduate students, instructors and higher education quality assurance experts with respect to online learning in the field of social sciences at Egyptian universities. A random sample of 577 students, 101 instructors and 6 quality experts participated in the survey. Results convey considerable variations between students affiliated to state universities, a 50% level of dissatisfaction on online learning compared to a 35% level of dissatisfaction to their counterparts at private universities, a one of the key indicators for the success of institutions to in shift from conventional to online learning approach. The study presents skepticism concerning conformance of fully online learning approach with academic quality assurance requirements and intended learning outcomes. Recommended policies aim for improvements in challenges related to environmental and technological variables such as the poor internet infrastructure and simultaneously the lack of training and application in Internet usage. Policies are pushing forward with drivers of satisfaction in distance learning instructional design, capacity building, integrative international academic quality measures to develop on-line learning practices in higher education in Egypt ensuring a boost stakeholders’ satisfaction.

Integration Strategy and Quantitative Analysis in Improving Blended Learning Effect for Higher Vocational Students

With the vigorous push of information technology, various industries have produced different "Internet plus" mode. In higher vocational colleges, the teaching mode of "blended learning", which can make full use of teachers' and students' fragmented time and realize customized learning, arises at this historic moment. The survey results have shown that the learning platform, resource allocation and instructional design are the main factors that affect the effectiveness of blended learning. In order to improve the effect of blended learning, it is necessary to integrate learning platform functions and learning resources to match students' needs. On the basis of this, supplement of scientific instructional design would make the blended learning interesting, useful and effective.

Mastery Concept of Harmonic Vibration with Meaningful Instructional Design Learning Model through Experimental Methods

This research was aim to identify the effect of meaningful instructional design (MID) learning model through experimental methods on mastering the concept of harmonic vibration. This type of research was quasi experiment with nonequivalent control group design with pre-test and post-test. The population was all students class X MIA SMAN 7 Mataram in the academic year 2018/2019 with a purposive sampling technique. Class X MIA 4 was chosen as the experimental class with MID learning model through the experimental method and class X MIA 5 as the control class with conventional learning. Concept mastery data were analyzed using the polled variance t-test. The results of the analysis were tcount>ttable (4.39 > 2.00) at a significant level of 5% which means that Ha was accepted and H0 was rejected. Concluded that there was the effect of the meaningful instructional design (MID) learning model through the experimental method of mastering the concept of harmonic vibration

What’s in Your Gifted Education Online Teacher Professional Development? Incorporating Theory- and Practice-Based Elements of Instructional Learning Design

This article examined six theory- and practice-based elements of instructional learning design in online teacher professional development (oTPD), how these elements were implemented into Edinger’s PACKaGE model of gifted education oTPD, and how teachers evaluated each element. Elements were based on Berge’s (1995) instructor roles model theory and gifted education research. Each element was evaluated by teachers ( N = 184) who completed oTPD designed from the PACKaGE model. Self-report survey findings suggest that teachers considered most elements, such as asynchronous discussion board and article review assignments, to be useful to a great extent to their gifted education learning and pedagogy. However, teachers reported less usefulness for the online group project element. This finding directly contrasts with researchers’ suggestions for oTPD. These findings may encourage teachers to choose theory- and research-based oTPD. PD designers can investigate and implement oTPD elements that satisfy instructional design model needs for optimal teacher learning and gifted education pedagogy.

Identification of instructional learning design by Alan Hoffer’s model and its effect on students’ creative thinking in mathematics

This study aims to know the effect of using instructional learning designs by Alan Hoffer’s model on students' creative thinking at the second stage of mathematic department in Axiomatic system and engineering. The experimental design created by a post-test divided into two groups in the academic year 2018-2019. The sample of experimental design is 86 male and female students divided into 43 students for the experimental group by the instructional learning design and 43 for the control group by traditional teaching methods. Two variables used in this study; an age, and the total average points of the experimental students of the previous stage (first stage). The researcher used 100 behavioral goals according to Bloom's classification in the field of knowledge of levels (knowledge, understanding, application, analysis, composition, evaluation), these behavioral goals based on the content of the scientific subject, and it has been presented it to a reviewer to determine the extent of their suitability in the preparation of study plans. A creative thinking test consisting of 21 items. The results of the study indicates that there are significant differences between teaching methods and instructional learning designs based on Alan Hoffer’s model on students’ creative thinking tests. This study concluded use Alan Hoffer’s model by teachers lead to developing a student’s creative thinking in mathematics and recommended for apply Allan Hoffer’s model in teaching, especially in engineering subjects in order to increase student’s creative thinking abilities, and provided the mathematic books of the students at schools with many activities in order to motivate students to complete learning and develop their mathematical thinking level.

Importance of Instructional Designers in Online Higher Education

When assigned to develop higher education courses for the online learning format, faculty members and instructional designers (IDs) are often assigned to work together as a course development team. Sometimes, faculty members may be unaware of the field of instructional design and the valuable knowledge IDs can bring to a course development project. As a result, they may not realize that the advice and assistance IDs offer can help bring their courses to the next level. IDs possess specific knowledge of learning theories and instructional design models that are the keys to improving the quality of instruction within online higher education courses. When such specialized knowledge is not utilized, the result can be low-level courses in which students are unsuccessful. Therefore, it is important for individuals within academia to begin to understand the key role IDs play in improving the quality of online higher education courses. IDs often are responsible for helping faculty members write course objectives, create engaging assignments for the online format, and develop methods for presenting course information to learners. This paper outlines research and information gathered from 12 research study participants that details the important role IDs play in course production and seeks to bring new knowledge about instructional design to the forefront of the field. IDs are a valuable resource within higher education, and the expectation is that others within the field of academia will gain a clearer understanding about the need for IDs to be involved. Such an understanding can lead to a smoother course development process and a higher quality online course result. In addition to discussing the role of IDs in higher education, the 12 research study participants shared their strategies for successfully working with faculty members to develop high-quality courses within higher education.

PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS KOOPERATIF TIPE STAD PADA MATERI PERBANDINGAN UNTUK SISWA KELAS VII SMP IT ASSALAM AMBON

This research aims to know the developing process of STAD type cooperative based on learning structure of mathematical subject; proportion meteri in the grade VII on SMPIT Assalam Ambon to achieve the valid, practical and effective learning instructional design. Learning instructional design which has been develop to student in the grade VII on SMPIT Assalam Ambon is learning Instructional devices planning, student task sheet, and student handbook. This research is a development research which used thiagrajan, semmel and semmel 4D model. The validation process of learning instructional design include competent validators on mathematics learning instructional design. Practical data analysis are achieve from observation result data of learning device and effectiveness data analysis of learning devices achieved from four sources which is 1) teacher ability of maintain the STAD type cooperative based learning. 2) students activities. 3) students responses. 4) learning results. The result of this research shows that learning devices of STAD type cooperative based learning which has been developed is valid, practical and effective

A Four-Pronged Approach for Evaluating e-Learning Modules with a Newly Developed Instructional Design Scale

Objective: We evaluated the instructional design properties of interactive e-learning modules using a four-pronged approach. The elements assessed in this method included: 1) module objectives, 2) pedagogical strategies, 3) instructional design properties measured by the instructional design scale (IDS), and 4) level of interactivity. Methods: This descriptive study exemplifies the evaluation process of 18 previously developed e-learning Pediatric Nutrition Series (PNS) modules with the involvement of educators from six academic institutions. Using multiple tools, including Bloom’s taxonomy, IDS, and interactivity scale and templates, we examined and synthesized the four elements of the module properties as mentioned above. Data were analyzed using qualitative thematic and interpretive content analysis, descriptive statistics, and intraclass correlations. Results: All 18 PNS modules showed a consistent structure, including content with basic interactive components. Of 66 learning objectives, only three were vague/not measurable. A majority of the objectives were grouped in three cognitive levels: knowledge, comprehension, and evaluation. Six distinct pedagogical strategies were most frequently used in the PNS modules to support content and convey the message in a multisensory mode. Average evaluation scores for the modules across six instructional design domains ranged between 1.75 and 1.94 for the overall scale on the 50-item IDS. The results suggested that all modules were considered to be between “very good” with a score of 1.5 and “excellent” with a score of 2. All modules demonstrated either second- (limited interaction) or third-level interactivity (moderate interaction). Conclusion: Instructional design is a critical component of any e-learning developments. Applying the science of learning and theory-driven instructional design, principles may dramatically increase instructional effectiveness, engaging learners in purposeful learning practices. The four-pronged approach can provide a valuable road map to determine the instructional design qualities and has the potential to be an evaluation model for other e-learning applications in any field of the study.

EDITORIAL: Human Computer Interaction and Emerging Learning Technologies

When we design learning environments that incorporate new technologies, we need to consider many issues. One of these is human computer interaction (HCI). HCI has evolving into an interdisciplinary field that includes computer science, learning science, psychology, graphic design and media design, as well as several others. Devising effective HCI in highly immersive and participatory environments is the future work of learning technologists and instructional designers.