Web-based Instructional Design Research Articles

AI-powered smart assistants: Your key to self-learning success

This research aims to develop a prototype of a smart assistant system for independent learning activities based on Artificial Intelligence. Web-based instructional design (WBID) approach is used in research to develop intelligent assistant systems. Artificial Intelligence-Learning Analytics helps students make important decisions and creates an effective and efficient learning environment while still building learning independence. The method used is a research and development (R&D) approach. The findings of this research are an intelligent assistant system in independent learning activities assisted by artificial intelligence in the form of the AILA ChatBot application. In the end, this research concludes that the ChatBOT application developed in this research is used to provide recommendations for using AI applications to students, which are then implemented and integrated into SPOC/MOOC.

Crafting Optimal Digital Learning Experiences: An Inquiry into Emotion-Infused Web-Based Instructional Design and Its Influence on Student Satisfaction

This study was designed to investigate the effectiveness of emotionally infused web-based instruction on students’ satisfaction in learning English grammar. The sample population for this study involved 185 Form Three students from a secondary school of Peninsular Malaysia. Data were collected using the End-User Computing Satisfaction (EUSC). The research design for this study is a Quasi-experimental design. This study consists of one independent variable (instructional strategies) with two types of treatment condition (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe) and one moderator variable (level of emotional intelligence) with two levels (high and low level of emotional intelligence). A 2𝑥2 factorial design was used. The results revealed that students in WBIe performed better than students in WBIwe based on satisfaction level, students in both WBIe and WBIwe have a similar score. The results further indicated that emotional intelligence level affects students’ satisfaction in WBIe and WBIwe. Students with high levels of emotional intelligence had a higher score than those with low levels of emotional intelligence in terms of satisfaction level. Given the findings of this study confirming the instructional impact of emotionally sound web-based instruction, it is important for an instructional designer to clearly understand how emotions influence the learning process. This helps to figure out how to channel their emotions to make them learn more effectively.

Webquest Sebagai Pembelajaran Dimasa Pandemi Covid-19 Pada Mata Pelajaran Sejarah Indonesia Kelas X Di Smk Nurul Huda Poncokusumo Kabupaten Malang

The pandemic disease outbreak due to corona virus disease (Covid-19) has affected learning activities at both elementary and tertiary levels. The government requires students to carry out online learning activities. One online learning alternative that can be implemented is WebQuest. WebQuest is a type of web-based learning that is inquiry-oriented. In developing this WebQuest, the model used is Web-Based Instructional Design with four stages: 1) Analysis Stage, 2) Concurrent Design Stage, 3) Implementation Stage, 4) Evaluation Stage. This research was applied to 40 students of class Results of WebQuest trials with 3 experts. The results of data analysis from design experts obtained an average percentage of 80% suitable for use. The results of media expert data analysis obtained an average percentage of 90% suitable for use. The results of material expert data analysis obtained an average percentage of 88% suitable for use. The results of individual data analysis obtained an average percentage of 86.6% suitable for use. The results of small group data analysis obtained an average percentage of 85.7% suitable for use. The results of field test data analysis obtained an average percentage of 83.1% suitable for use. The number of students who fulfill the SKM reaches a percentage level of 87.5%, so the product is said to be effective. Meanwhile, in individual trials, small groups and field trials, it can be concluded that the WebQuest that has been developed is valid and suitable for use in learning activities. Learning with WebQuest can be the main alternative for online learning during the Covid-19 pandemic. WebQuest makes it easy for students to access study material by simply opening one website page. Apart from the material in WebQuest, there are also assignments/activities that can attract students to learn using WebQuest.Keyword: WebQuest, Study activity in the time of Covid-19 Pandemic, Indonesian History.

Motivational Design for Web-Based Instruction in Health Professions Education: Protocol for a Systematic Review and Directed Content Analysis.

Web-based instruction plays an essential role in health professions education (HPE) by facilitating learners' interactions with educational content, teachers, peers, and patients when they would not be feasible in person. Within the unsupervised settings where web-based instruction is often delivered, learners must effectively self-regulate their learning to be successful. Effective self-regulation places heavy demands on learners' motivation, so effective web-based instruction must be designed to instigate and maintain learners' motivation to learn. Models of motivational design integrate theories of motivation with design strategies intended to create the conditions for motivated engagement. Teachers can use such models to develop their procedural and conceptual knowledge in ways that help them design motivating instruction in messy real-world contexts. Studies such as randomized controlled trials (RCTs) and other quasi-experimental designs that compare different motivational design strategies play a critical role in advancing models of motivational design. Synthesizing the evidence from those studies can identify effective strategies and help teachers and researchers understand the mechanisms governing why strategies work, for whom, and under what circumstances. The planned review aims to analyze how studies comparing motivational design strategies for web-based instruction in HPE support and advance models of motivational design by (1) controlling for established risks to internal validity, (2) leveraging authentic educational contexts to afford ecological validity, (3) drawing on established theories of motivation, (4) investigating a wide breadth of motivational constructs, and (5) analyzing mediators and moderators of strategy effects. The planned review will use database searching, registry searching, and hand searching to identify studies comparing motivational design strategies for web-based instruction, delivered to learners in HPE. Studies will be considered from 1990 onward. Two team members will independently screen studies and extract data from the included studies. During extraction, we will record information on the design characteristics of the studies, the theories of motivation they are informed by, the motivational constructs they target, and the mediators and moderators they consider. We have executed our database and registry searches and have begun screening titles and abstracts. By appraising the characteristics of studies that have focused on the motivational design of web-based instruction in HPE, the planned review will produce recommendations that will ensure impactful programs of future research in this crucial educational space. PROSPERO CRD42022359521; https://tinyurl.com/57chuzf6. DERR1-10.2196/42681.

Integration of strategy experiential learning in e-module of electronic records management

This study aims to determine the effectiveness of e-module of electronic records management integrated with experiential learning strategies to improve student achievement in the domain of cognitive, psychomotor, and affective. This study is a research and development. Model research and development used is Web-Based Instructional Design (WBID) developed by Davidson-Shivers and Rasmussen. The steps of research and development carried out by analysis, evaluation planning, concurrent design, implementation, and a summative evaluation. The approach used in this study consisted of qualitative and quantitative approaches. Collecting data used the Delphi technique, observation, documentation studies and tests. Research data analysis used qualitative analysis and quantitative analysis. Testing the effectiveness of the product used a quasi-experimental research design pretest-posttest non-equivalent control group. The results showed that the e-module of electronic records management integrated with experiential learning strategies can improve student achievement in the domain of cognitive, psychomotor, and affective.

An Enhanced Learning Technology System Architecture for Web-Based Instructional Design

Instructional design (ID) models are proven prescriptive techniques for qualitative lessons that could guarantee learning. Existing Learning Management Systems (LMS) miss-out the roles of this important quality control mechanism by providing a mere plane and passive platform for content authoring, thus becomes vulnerable for poor instructional design. This paper demonstrates an effort to ameliorate this limitation by extending the IEEE Learning Technology System Architecture (LTSA) with ID design processes. The Use Case diagram, Activities diagram and Entity Relation diagram for the extended LTSA are presented. The extended architecture was implemented on Moodle open sourced LMS which was extended and hosted live. Students’ impressions on the functionalities and operational effects of the platform were collated using online survey. The academic effects of the platform on the students’ performance were determined using the class mean. The value obtained was compared with that of the control group in the same session and those from the previous sessions. Consequently, this work demonstrates the feasibility of integrating ID models in E-learning. It also justifies its effects on the quality of learning.

Learner Analysis in Web-Based Instructional Design

Most learner analysis focuses on students' demographics and previous knowledge and experiences, but how those factors are associated with instructional considerations are still inconclusive. Instructors need effective instructional guidance to design and manage online courses, so that learners who have diverse backgrounds can be supported. This study presents an approach of analyzing learning characteristics with the development and validation of the Learning Traits Questionnaire (LTQ). The five learning characteristics—Group Preference, Instructional Support, Procrastination, Computer Competency, and Learning Confidence—could be critical factors for instructors to consider when they analyze the targeted learners.

Compelling Case Experiences; Performance, Practice, and Application for Emerging Instructional Designers

Instructional design (ID) case studies, which pose authentic ill-defined design problems in realistic environments, can help instructional design students bridge the gap between novice and expert practice. Over the past three years, we have explored aspects of this educational approach through the development of Web-based ID cases at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in professional practice. We describe the design and development of our Web-based ID Case Competition and follow with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparation for professional practice. These advantages, and the opportunity for team collaboration, were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID and performance technology issues in the case and felt the experience expanded their knowledge of ID practice and application. We close with a discussion of implications for professional development and recommendations for future development activities.

웹기반수업의 동기설계를 위한 기초연구: 웹 기반수업의 동기유발성 측정방법 탐색

웹기반수업의 동기설계를 위한 기초연구: 웹 기반수업의 동기유발성 측정방법 탐색

Self-Regulated Learning in Web-Based Environments: Instructional Tools Designed to Facilitate Cognitive Strategy Use, Metacognitive Processing, and Motivational Beliefs

This study investigated strategies teachers can use to improve students' use of self-regulated learning strategies in a Web-based setting. SRL is defined as a learner's intentional efforts to manage and direct complex learning activities and is composed of three primary components including cognitive strategy use, metacognitive processing, and motivational beliefs. These three components are defined relative to note-taking methods (cognitive component), self-monitoring prompts (metacognitive component), and self-efficacy buildng feedback (motivation component). One hundred nineteen students were assigned randomly to one cell in a 2 × 2 × 2 design. Students took notes in a matrix or a free form method from a Web site about educational measurement and either received or did not receive self-monitoring prompts and self-efficacy building feedback. Results indicated note-taking method had the strongest influence on both the amount of information gathered and achievement. Additionally, both academic self-efficacy building feedback and self-monitoring prompts demonstrated modest effects on achievement. Results are discussed relative to SRL theory, classroom application, and Web-based instructional design.

Effects of Quiz Distribution on Web-Based Instruction in an Industrial Training Environment

Although Web-based training has experienced significant increase in popularity recently, there is a paucity of empirical information on how these programs should be designed. Fundamental questions about basic design elements (e.g., user interface, quizzing strategies) are still to be answered. This study evaluated quiz distribution in a Web-based training program for a manufacturing organization. Results indicated that the trainees—shop supervisors with little to no prior computer experience—had a very positive reaction to the course and performed well on the final test. Furthermore, frequency of pop-up quizzes during the course had no effect on the test scores, time needed to take the course, or the trainees' reaction to the course. These results are discussed in terms of their implication for Web-based instructional design.

Are Learning Styles Relevant in Web-Based Instruction?

This study investigated the impact of learning style on performance in a Web-based learning environment. Specifically, Introductory Psychology students with different learning styles, as measured by Kolb's Learning Styles Inventory (LSI-IIa), were randomly assigned to one of two Web-based training modules that differed only in terms of their number of multimedia enhancements and user interaction options. Outcome measures included an online final test over the material presented in the modules and an online survey measuring participants' reactions to the modules. The potential impact of learning style was also assessed with respect to the students' final grade in the lecture course. Results indicated that neither student learning style nor online course module version had any impact on mean test score or on reaction to the online module. Furthermore, learning style was not related to the students' overall performance in the lecture course. The implications of these results for considering learning styles in the design of Web-based instruction are discussed.

Design Guidelines for Optimum Teaching and Learning on the Web

In the past few years the literature has changed focus from computers in the classroom to using the World Wide Web for instruction [1–4]. Students are part of the “Net-centric” generation and have greater technical expertise than older generations. Their common complaint is that many Web-based resources are not well designed for exploration and use. Students are starting to expect high levels of interactivity as they come into a Web-based learning environment. With these facts in mind, teachers must be prepared to think critically about resources and their own ability to design and illustrate concepts with interactive media on the Web. In this paper, Web-based instructional design practices are analyzed as to how they may influence the student experience and guidelines are suggested for achieving optimal learning effectiveness. This includes an evaluation of barriers to successful Web teaching and credibility of resources on the Web that negatively impact student ability to achieve prescribed learning goals. The suggested guidelines are intended as a directional means to help educators create and identify Web-based educational resources that enhance delivery of instruction.

An instructional design case event: Exploring issues in professional practice

Cases have been recommended as an important instructional tool for developing professional knowledge across disciplines. In this paper, we begin by defining case methods, a potentially valuable instructional tool for encouraging authentic, active learning. We describe our approach to the design and use of instructional design (ID) cases, and go on to report on the design and use of a Web-based ID case in a team case competition involving six universities. Students and most officials were enthusiastic about the use of ID cases and about this event. Team collaboration and competition were noted as motivating factors for students. The findings are being used to inform ongoing research and development, which is also described.