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Journal articles on the topic 'Online learning design'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Rahadian, D., S. H. Bariyah, I. Nasrullah, Y. Purwanti, and K. Imania. "Development of online learning design." Journal of Physics: Conference Series 1402 (December 2019): 066044. http://dx.doi.org/10.1088/1742-6596/1402/6/066044.

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Park, Ji Yong. "Communication Design for Online Visual Design Learning." International Journal of Learning: Annual Review 15, no. 2 (2008): 223–32. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45605.

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Holmes, Wayne, Quan Nguyen, Jingjing Zhang, Manolis Mavrikis, and Bart Rienties. "Learning analytics for learning design in online distance learning." Distance Education 40, no. 3 (July 3, 2019): 309–29. http://dx.doi.org/10.1080/01587919.2019.1637716.

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4

Sheets, Laura A. "Instructional design: Resources for online learning." College & Research Libraries News 81, no. 3 (March 3, 2020): 149. http://dx.doi.org/10.5860/crln.81.3.149.

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Librarians, perhaps more than most professionals, understand the meaning of “other duties as assigned” in our job descriptions. Frequently, we are tasked with quickly learning a new technology, process, or even a new discipline with little support for training. As academia evolves and the priorities of administrations shift, so do our job duties. Although stressful, it has resulted in what I believe to be the strongest asset of librarianship and librarians: flexibility. We are quick learners, early adopters, and will (usually) roll with the punches.

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Park, Ji Yong. "Online Learning of Visual Design Course." International Journal of Learning: Annual Review 14, no. 12 (2008): 13–22. http://dx.doi.org/10.18848/1447-9494/cgp/v14i12/45528.

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6

McLaughlan, R. G., and D. Kirkpatrick. "Online roleplay: design for active learning." European Journal of Engineering Education 29, no. 4 (December 2004): 477–90. http://dx.doi.org/10.1080/03043790410001716293.

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7

Stone, Nancy J. "Environmental Design, Personality, and Online Learning." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1171–75. http://dx.doi.org/10.1177/1541931218621269.

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Students completed an online tutorial presented as a video or PowerPoint presentation in a room with or without a window with blue, green, red, or white draperies to determine the impact of the environment on online learning. Students’ scores improved significantly from pretest to posttest; however, contrary to expectation, there were no main effects of windows, color, or the type of tutorial. There was a Room X Color interaction effect. Contrary to expectation, posttest scores were highest in the windowed room with red drapes and in the windowless room with green or white drapes. The lowest p

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Fujita, Nobuko. "Transforming online teaching and learning: towards learning design informed by information science and learning sciences." Information and Learning Sciences 121, no. 7/8 (July 23, 2020): 503–11. http://dx.doi.org/10.1108/ils-04-2020-0124.

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Purpose The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more

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Heidemann, G., H. Bekel, I. Bax, and H. Ritter. "Interactive online learning." Pattern Recognition and Image Analysis 17, no. 1 (March 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Balalle, Dr Himendra, and Dr L. Tudor Weerasinghe. "Re-design the Classroom for Online Learning." International Journal of Innovative Research in Science, Engineering and Technology 10, no. 1 (January 18, 2021): 252–57. http://dx.doi.org/10.15680/ijirset.2021.1001043.

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Tanimoto, Steven L. "Distributed Transcripts for Online Learning: Design Issues." Journal of Interactive Media in Education 2001, no. 3 (September 10, 2001): 3. http://dx.doi.org/10.5334/2001-2.

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12

Park, Ji Yong. "Design Education Online: Learning Delivery and Evaluation." International Journal of Art & Design Education 30, no. 2 (June 2011): 176–87. http://dx.doi.org/10.1111/j.1476-8070.2011.01689.x.

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Ceraulo, Sandra C. "Instructional design for flow in online learning." eLearn 2003, no. 5 (May 2003): 2. http://dx.doi.org/10.1145/792526.792530.

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Mishra, Sanjaya. "A design framework for online learning environments." British Journal of Educational Technology 33, no. 4 (September 2002): 493–96. http://dx.doi.org/10.1111/1467-8535.00285.

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Dudíte;k, Miroslav, Nika Haghtalab, Haipeng Luo, Robert E. Schapire, Vasilis Syrgkanis, and Jennifer Wortman Vaughan. "Oracle-efficient Online Learning and Auction Design." Journal of the ACM 67, no. 5 (October 16, 2020): 1–57. http://dx.doi.org/10.1145/3402203.

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Czerkawski, Betul C. "Networked learning: design considerations for online instructors." Interactive Learning Environments 24, no. 8 (June 29, 2015): 1850–63. http://dx.doi.org/10.1080/10494820.2015.1057744.

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17

Smith, Tara, and Rowena Barrett. "Online learning." Journal of Small Business and Enterprise Development 23, no. 1 (February 15, 2016): 207–23. http://dx.doi.org/10.1108/jsbed-05-2014-0083.

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Purpose – If owner-managers engage in management development activities then chances of success may be improved for small businesses. But small business owner-managers (SBOMs) are a difficult group to engage in management development activities. While practitioners worry about timing, content and location of development activities, the purpose of this paper is to examine what drives SBOMs to participate in an online discussion forum (ODF) as a form of management development. An ODF was run with SBOMs and the factors affecting their participation are reported from this exploratory study. Design

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Inventado, Paul Salvador, and Peter Scupelli. "An Online Learning Collaboratory to Address Multidisciplinary Learning Challenges at Scale." Interaction Design and Architecture(s), no. 33 (June 20, 2017): 11–32. http://dx.doi.org/10.55612/s-5002-033-001.

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“Ensuring inclusive and quality education for all to promote lifelong learning” is among the United Nations’ global time-critical sustainable development challenges. Massive open online courses and other online learning systems can potentially address this challenge by fostering high quality online learning at scale. However, online learning introduces complex challenges that involve multiple disciplines, varied learning contexts, and diverse learner backgrounds. There are plenty of research initiatives that try to address this problem, but they are fragmented efforts that could benefit from a

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Robinson, Linda E., Robert D. Hannafin, and David R. Parker. "Online Bounded Learning Community Using Universal Design and Adult Learning." International Journal of Technology, Knowledge, and Society 4, no. 3 (2008): 145–58. http://dx.doi.org/10.18848/1832-3669/cgp/v04i03/55882.

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Schaffer, Scott P., and Shawn M. Overcast. "Learning system design considerations in creating an online learning environment." Performance Improvement 40, no. 9 (October 2001): 38–45. http://dx.doi.org/10.1002/pfi.4140400908.

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21

Shepherd, Craig E. "Considering Structure in Online Learning." Journal of Technology-Integrated Lessons and Teaching 1, no. 2 (December 17, 2022): 24–35. http://dx.doi.org/10.13001/jtilt.v1i2.7383.

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This week-long, asynchronous online module introduces the theory of transactional distance, particularly the component associated with structure, to graduate-level instructional design students enrolled in a seminar course about online learning. Learners were also introduced to publicly available Quality Matters rubrics and other readings associated with the effective design of online instruction. To demonstrate their understanding of the topic, learners imported skeletal learning resources into a course shell and developed them further in terms of sequence, clarity, organization, and purpose

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22

Nadira, Benmedakhene, Derdour Makhlouf, and Mohamed Amroune. "Personalized Online Learning." International Journal of Web-Based Learning and Teaching Technologies 16, no. 6 (November 2021): 1–15. http://dx.doi.org/10.4018/ijwltt.20211101.oa8.

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The success of MOOC (massive open online courses) is rapidly increasing. Most educational institutions are highly interested in these online platforms, which embrace intellectual and educational objectives and provide various opportunities for lifelong learning. However, many limitations, such as learners' diversity, lack of motivation, affected learners' outcomes, which unfortunately raised the dropout rate. Thus, multiple solutions were afforded on MOOC platforms to tackle these common problems. This paper suggests a model outline of a customizable system Context-Driven Massive Open Online C

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Harati, Hoda, Cherng-Jyh Yen, Chih-Hsiung Tu, Brandon J. Cruickshank, and Shadow William Jon Armfield. "Online Adaptive Learning." International Journal of Web-Based Learning and Teaching Technologies 15, no. 4 (October 2020): 18–35. http://dx.doi.org/10.4018/ijwltt.2020100102.

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Adaptive Learning (AL), a new web-based online learning environment, requires self-regulated learners who act autonomously. However, to date, there appears to be no existing model to conceptualize different aspects of SRL skills in Adaptive Learning Environments (ALE). The purpose of this study was to design and empirically evaluate a theoretical model of Self-Regulated Learning (SRL) in ALE's and the related questionnaire as a measurement tool. The proposed theoretical model, namely, “Adaptive Self-Regulated Learning (ASR)”, was specified to incorporate the SRL skills into ALE's. Based on thi

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Murphy Odo, Dennis, Christi Pace, and Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning." in education 23, no. 1 (June 7, 2017): 41–65. http://dx.doi.org/10.37119/ojs2017.v23i1.279.

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This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using

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Rosenblum, Jason. "Best Practices in Project-Based Learning." International Journal of Digital Literacy and Digital Competence 11, no. 1 (January 2020): 1–30. http://dx.doi.org/10.4018/ijdldc.2020010101.

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A retrospective case study design was used to analyze online instructional technology courses at two US universities. A project-based learning design model was used for both complete online delivery and emergency remote teaching formats. Although deep areas of scholarship exist for online learning, project-based learning, and digital media literacies, research in the area of project-based learning designs to support technical learning in online courses is nascent. A review of these areas of literature is presented, and results from this case analysis are presented as recommendations to faculty

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Nguyen, Ngoc Buu Cat. "Improving Online Learning Design for Employed Adult Learners." European Conference on e-Learning 21, no. 1 (October 21, 2022): 302–9. http://dx.doi.org/10.34190/ecel.21.1.554.

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With the growing need for developing competence at workplaces, the number of employed adult learners is increasing in higher education institutions to follow continuing education. Often they are educated and treated as traditional students. To satisfy the learning demands of employed learners, work-integrated education has emerged to spotlight the importance of the integration of work and education in contemporary education. Many studies show that employed adult learners have different and more complex ways of learning compared to traditional students. Furthermore, employed adult learners have

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27

Pu, Chunfang. "Design and Application of English Online Learning Platform." Wireless Communications and Mobile Computing 2022 (August 31, 2022): 1–12. http://dx.doi.org/10.1155/2022/9693192.

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In order to solve the problems of the existing English online learning platforms, such as the single way of providing learning content and the unclear learning purpose, this article proposes to build a cloud computing online learning platform based on data correlation mining label distribution learning algorithm. With the help of distributed computing and virtualization technology, the software and hardware resource virtualization resource pool is integrated to build an open online learning system, which can change the defects of traditional English online learning system to the maximum extent

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28

Abbas, Uzair, Memoona Parveen, Ambreen Ashfaque, Ramlah Naz, Sidra Zaheer, and Zaheer Amjad. "Online versus Traditional Learning: Outcomes of First Online Learning Experience." Pakistan Journal of Medical and Health Sciences 15, no. 9 (September 30, 2021): 2248–50. http://dx.doi.org/10.53350/pjmhs211592248.

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Aim: To evaluate the learning outcomes of first experience with online learning in a medical college in Pakistan. Study design: Retrospective cross-sectional study Place and duration of study: Dow University of Health Sciences, Karachi, Pakistan from 1stJanuary 2021 to 30th May 2021. Methodology: This study compared the module exam scores of pre-clinical first-year MBBS students of the year 2019 (group A) and year 2020 (group B). Group A was taught in 2019 through the traditional method of teaching while group B was taught online in 2020. Results: The mean score of group B online teaching was

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Patak, Andi Anto, Hamimah Abu Naim, Amar Ma'ruf, and Mohd Najib Abdul Ghafar. "Design and Validation of Online Learning Environment Questionnaire." International Journal on Advanced Science, Engineering and Information Technology 6, no. 3 (May 10, 2016): 334. http://dx.doi.org/10.18517/ijaseit.6.3.732.

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30

Charalambos, Vrasidas, Zembylas Michalinos, and Richard Chamberlain. "The Design of Online Learning Communities: Critical Issues." Educational Media International 41, no. 2 (September 2004): 135–43. http://dx.doi.org/10.1080/09523980410001678593.

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31

Stevenson, Michael, and John G. Hedberg. "Learning and design with online real-time collaboration." Educational Media International 50, no. 2 (June 2013): 120–34. http://dx.doi.org/10.1080/09523987.2013.795352.

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32

Alem, Leila, and Simon Kravis. "Design and evaluation of an online learning community." ACM SIGGROUP Bulletin 25, no. 1 (January 2005): 20–24. http://dx.doi.org/10.1145/1067699.1067703.

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33

Carlén, Urban, and Berner Lindström. "Design for co-moderation in online learning communities." International Journal of Web Based Communities 8, no. 4 (2012): 408. http://dx.doi.org/10.1504/ijwbc.2012.049557.

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34

Morong, Gail, and Donna DesBiens. "Culturally responsive online design: learning at intercultural intersections." Intercultural Education 27, no. 5 (September 2, 2016): 474–92. http://dx.doi.org/10.1080/14675986.2016.1240901.

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35

Wright, M. Keith. "A Design Theory for Vigilant Online Learning Systems." International Journal of Information Systems in the Service Sector 8, no. 1 (January 2016): 13–33. http://dx.doi.org/10.4018/ijisss.2016010102.

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There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to extend information syst

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Zhai, Gangjun, Ying Wang, and Lin Liu. "Design of Electrical Online Laboratory and E-learning." IERI Procedia 2 (2012): 325–30. http://dx.doi.org/10.1016/j.ieri.2012.06.096.

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37

Gronseth, Susie. "Inclusive Design for Online and Blended Courses." Educational Renaissance 7, no. 1 (December 17, 2018): 14–22. http://dx.doi.org/10.33499/edren.v7i1.114.

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Course accessibility is a priority in higher education, particularly in the design and delivery of digital learning experiences. Proactively addressing accessibility as part of online and blended course design meets the needs of all learners, including those in the margins. Inclusive design for online and blended courses connects the Web Content Accessibility Guidelines (WCAG) and Universal Design for Learning (UDL) framework in order to address learner variability as an intentional part of course design. Inclusive design fosters expanded options in the ways that learners access learning mater

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Toro-Troconis, Maria, Jesse Alexander, and Manuel Frutos-Perez. "Assessing Student Engagement in Online Programmes: Using Learning Design and Learning Analytics." International Journal of Higher Education 8, no. 6 (October 15, 2019): 171. http://dx.doi.org/10.5430/ijhe.v8n6p171.

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This paper presents the learning design framework used in the design of the Online MA in Photography at Falmouth University. It discusses the importance of evaluating the success of online learning programmes by analysing learning analytics and student feedback within the overall pedagogic context and design of the programme. Linear regression analysis was used to analyse the engagement of three cohorts of students that completed four modules of the Online MA Photography (n=33) with over 80,000 entries in the dataset. The research explored student engagement with online content that promoted l

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Mariono, Andi, Bachtiar Syaiful Bachri, Andi Kristanto, Utari Dewi, Alim Sumarno, Citra Fitri Kholidya, and Hirnanda Dimas Pradana. "Online Learning in Digital Innovations." Journal of Education Technology 5, no. 4 (November 26, 2021): 547. http://dx.doi.org/10.23887/jet.v5i4.40115.

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Students and lecturers cannot do direct learning. It is an obstacle in the delivery of material by the lecturer. The purpose of this research is to develop learning in the Digital Learning Learning Media course. This research uses development research—the model development used by ADDIE (Analyze, Design, Development, Implementation, Evaluation). The research subjects are three experts, which include material experts, media experts, learning design experts. The subject of the product trial is students. The methods used to collect data are observation, questionnaires, and tests. The instruments

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Chen, Li-Ling. "Designing Online Discussion for HyFlex Learning." International Journal of Educational Methodology 8, no. 1 (February 15, 2022): 191–98. http://dx.doi.org/10.12973/ijem.8.1.191.

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<p style="text-align: justify;">There are pedagogical challenges for the ideal balance of online community building and interaction among students and instructors for HyFlex learning. One of the challenges focuses on how instructors can effectively select and design an online discussion modality to promote positive, vigorous, and encouraging online asynchronous discussion to engage students. This research study adopted an exploratory mixed method approach designed to investigate student’s satisfaction level and academic performance with different interface design platforms for online dis

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Paramita, Kristanti Dewi, and Yandi Andri Yatmo. "CONTEXT LEARNING TRANSFORMATION IN ARCHITECTURAL DESIGN STUDIO." MODUL 20, no. 2 (December 15, 2020): 157–66. http://dx.doi.org/10.14710/mdl.20.2.2020.157-166.

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This paper reflects the shifting understanding of context in a data-based architectural studio. With the school closure in the beginning of the COVID pandemic, the overall learning process is largely conducted online. Big Data becomes an important discourse that provides some benefits and opportunities which transform the design and learning process in an architectural studio, particularly on how students may explore and understand their context. Exploring the works of third-year architectural students in Department of Architecture, Faculty of Engineering Universitas Indonesia, this paper high

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Pfeiffer, Anke, and Dieter Uckelmann. "Fostering Lab-Based Learning with Learning Analytics." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 14 (November 22, 2022): 4–27. http://dx.doi.org/10.3991/ijoe.v18i14.35073.

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Digital learning environments, such as online laboratories offer many opportunities for collecting data for Learning Analytics (LA). This article presents a systematic literature review for LA in laboratory based learning environments for Higher Engineering Education, which yielded 23 key references. The focus of the study was formed by the following research questions (RQ): What types of data are currently collected in online laboratories (RQ 1)? How is LA used to support learning and teaching processes as well as the design of the online-laboratory environment (RQ 2)? What design recommendat

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Mardiana, Dina, and Umiarso El-Rumi. "The Development of Students’ Self-Regulated Learning Through Online Learning Design." TARBIYA: Journal of Education in Muslim Society 8, no. 2 (March 15, 2022): 119–34. http://dx.doi.org/10.15408/tjems.v8i2.22804.

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AbstractSelf-regulated learning is one of the most important factors in online education. This research focused on exploring how the learning design of an online Islamic education course called Pendidikan Agama Islam (PAI) facilitated the development of students’ self-regulated learning. This study was situated at the State University of Malang (MUs), Indonesia and used qualitative approach in the form of case study as its methodology. The data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactiv

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El-Rumi, Umiarso. "The development of students’ self-regulated learning through online learning design." Jurnal Kependidikan Penelitian Inovasi Pembelajaran 6, no. 1 (May 17, 2022): 53–67. http://dx.doi.org/10.21831/jk.v6i1.44980.

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This study focused on exploring how the online learning design of Pendidikan Agama Islam (PAI) course facilitated the development of students’ self-regulated learning. This study was conducted at the State University of Malang, Indonesia, and used a qualitative approach in the form of a case study as its research method. Based on Bandura’s learner agency theory, the data were collected through documentation, online-based interviews, and observation. After being collected, the data then were analyzed using the interactive model of Miles, Huberman, and Saldana. Findings show that the PAI course

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45

Tamara, Dewi, Tathit Surya Arjanggi, and Lukman Akhmadi. "E-LEARNING DESIGN, MANAGEMENT SUPPORT AND STUDENT ENGAGEMENT IN ONLINE LEARNING." EPH - International Journal of Educational Research 4, no. 2 (August 13, 2020): 1–7. http://dx.doi.org/10.53555/ephijer.v4i2.66.

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The online course system offers the opportunity for learners to improve their competence without the obstacles of distance and time. However, we must ensure that online learning remains of quality and provides optimal results. One of the things that influence the quality of education is student engagement, to determine the effect of management support variables and online learning design variables on learner engagement within the scope of the company are the objectives of this research. The statistical test methods performed were statistical tests of validity, reliability, discriminant validit

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Uden, Lorna. "An Engineering Approach for Online Learning." International Journal of Distance Education Technologies 1, no. 1 (January 2003): 63–77. http://dx.doi.org/10.4018/jdet.2003010104.

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The design and development of effective online courses for distance learning is a complex process involving many forms of expertise. Several disciplines such as instructional design theories, software engineering principles, human-computer interaction and multimedia are involved. It is not always feasible for a novice to be familiar with such a range of expertise. A methodology integrating all of these various disciplines is urgently needed. The Courseware Engineering Methodology (CME) has been developed by the author to guide novices to design effective online courses, based on the integratio

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Fasso, Wendy, Cecily Knight, and Bruce Allen Knight. "A Learner-Centered Design Framework for E-Learning." International Journal of Online Pedagogy and Course Design 4, no. 4 (October 2014): 44–59. http://dx.doi.org/10.4018/ijopcd.2014100104.

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This paper presents a design framework for online learning. The framework is based upon the taxonomy devised by Dettmer (2006). In a learner-centered focus, it draws together the cognitive, affective, social, and sensorimotor domains of learning, and is situated with the concept of online personal learning spaces and environments. It is at this intersection of learning domains that the graduate attributes and general capabilities of students are able to be intentionally supported and demonstrated. The proposed framework draws on recognized theory, principles, and practical considerations of co

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48

Li, Jie. "Design, Implementation, and Evaluation of Online English Learning Platforms." Wireless Communications and Mobile Computing 2021 (May 12, 2021): 1–11. http://dx.doi.org/10.1155/2021/5549782.

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With the rapid development of internet technology, various online learning platforms have emerged. The combination of the internet and education is an inevitable trend, and smart online learning platforms based on neural network become popular. This paper introduces how to design online English learning platforms through a neural network. It proposes the construction of a universally designed online English learning platform and the design of an online English learning platform server development architecture. Then, the implementation of online English learning platforms is discussed. Evaluati

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Huertas-Abril, Cristina A., and Barbara Muszyńska. "Learning Design Preferences in LMOOCs." International Journal of Computer-Assisted Language Learning and Teaching 12, no. 1 (January 2022): 1–17. http://dx.doi.org/10.4018/ijcallt.291106.

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Massive Open Online Courses (MOOCs) have come to stay supported by the development of educational technologies, and within them Language MOOCs (LMOOCs) are a phenomenon that has risen expectations but also shown their limitations. This study aims at comparing students’ preferences from two universities (UCO, Spain, and ULS, Poland) regarding the learning design preferences of LMOOCs and analyze whether there are differences based on sociocultural context, gender and educational stage. The respondents (n = 260) stated to be in favor of a balance between the constructivist and instructionist edu

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Bernardo, Nuno, and Emilia Duarte. "Design, education, and the online tech-pandemic." Strategic Design Research Journal 13, no. 3 (December 23, 2020): 577–85. http://dx.doi.org/10.4013/sdrj.2020.133.22.

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Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face o

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