Connie Stapleton
EDU630: Online Curriculum and Instruction
Unit 2: PLE Ebrary Resource
Dr. Susan Shaw
November 1, 2024
Instructional Strategies for Engaging Online Learning: Do Learners-centeredness and Modality Matter?
Shi, H., Hur, J., Tang, Y. M., & Dennen, V. P. (2023). Instructional Strategies for Engaging Online Learners: Do Learner-centeredness and Modality Matter? Online Learning, 27(4), 271–294. https://doi-org.postu.idm.oclc.org/10.24059/olj.v27i4.4038
This article discusses a study examining how online instructors use different instructional strategies to engage learners and the active learning indicators that instructors look for among their students. In addition, the study explores the relationship between online instructors’ learner-centeredness and their instructional choices and perceptions related to student engagement. Learner-centeredness refers to an educational approach that places the learner at the center of the instructional process, considering their individual needs, interests, and abilities (McCombs, 2008). This approach has been proposed as a critical asset to online learners’ success.
The Online Learning Journal (2023) study lists previous research that identified various learner-centered instructional strategies that have proven effective in promoting student engagement and learning performance.
The following list includes strategies identified that have proven effective in promoting student engagement and learning performance:
- Case-based instruction
- Gamification
- Interactive Simulations
- Multimedia Presentations
The study adopted a sequential explanatory mixed-method approach to understanding instructors’ perceptions of active learning and learning-centered instruction in the online course. Quantitative data was collected through interviews and online surveys.
Connie Stapleton
Unit 3: PLE Ebrary Resource
Online Curriculum and Instruction
Dr. Susan Shaw
November 10, 204
Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis
Treve, M. (2024, August 13). Comparative analysis of teacher-centered and student-centered learning in the context of higher education: A co-word analysis [Online forum post]. Pro-Metrics (Journal of science measurement and communication). http://ijsmc.pro-metrics.org/index.php/i/article/view/1/7/86
This study listed in Pro-Metrics (2024) aims to compare teacher-centered and student-centered learning approaches by identifying and examining word clustering in related research literature. Five distinct clusters were identified for teacher-centered and student-centered approaches. Each cluster focused on themes relevant to each methodology. The clusters identified for the teacher-centered approach include:
- Educational Content and beliefs.
- Teaching Actions and Applications.
- Educational Approaches and Environments.
- Educational Competency and Context.
- Curriculum and Implementation.
The student-centered approach clusters include:
- Academic Institutions and success.
- Educational Processes and Agreements.
- Accessibility and Support in Education.
- Educational Best Practices and Considerations.
In conclusion, teacher-centered learning was driven by standardized testing and uniform assessment. Furthermore, student-centered learning was designed to facilitate individual progress with continual feedback through formative assessment.
Connie Stapleton
Unit 3: PLE Ebrary Resource
EDU 630: Online Curriculum and Instruction
Dr. Susan Shaw
November 10, 2024
A student-centered approach using modern technologies in distance learning: a systematic review of literature
Jostsov, V., Kerimbayey, N., Shadiev, R., & Umirakova, Z. (2023, November 15). A student-centered approach using modern technologies in distance learning: a systematic review of literature [Online forum post]. Springer Open (Smart Learning Environments). http://slejournal.springer open.com/articles/10.11861/s40561-023-0028-8
This literature review was conducted to develop a clear understanding of the student-centered approach using modern technologies in distance learning. Student-centered learning involves active student participation in the educational process and the ability of students to choose what, when, where, and how they will learn (Smart Learning Environments, 2023). The study addresses four research questions: what research experiences already exist in the field of student-centered approach in distance learning? What modern technologies are used in distance learning, and how are they related to the student-centered approach? What are the advantages and limitations of implementing the student-centered approach and modern technologies in distance learning? What recommendations can be derived from existing research for the effective implementation of the student-centered approach and modern technologies in distance learning?
According to Smart Learning Environments, the literature review revealed that the student-centered approach and modern technologies play a significant role in distance learning. In addition, the student-centered approach promotes active student engagement in the learning process and enhances their motivation to learn.
Connie Stapleton
Unit 4: PLE Ebrary Resource
EDU630: Online Curriculum and Instruction
Dr. Susan Shaw
November 18, 2024
Motivation in online learning: Testing a model of self-determination theory
Chung-Chen, K., & Jong-Jang, S. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in human behavior. Science Direct, Vol 26(Issue 4), 741–752. https://doi-org.postu.idm.oclc.org/www.sciencedirect.com/science/article/abs/pii/s0747563210000/30
As stated in Science Direct, in the field of education, motivation has been identified as a critical factor affecting learning. Past studies suggest that learners’ motivation is associated with a variety of important learning consequences, including persistence, retention, achievement, and satisfaction. This study aims to test self-determination theory in online learning environments. The study assessed six learning outcomes:
- Hours per week studying
- Number of hits
- Expected grade
- Perceived learning outcomes
- Course Satisfaction
Connie Stapleton
Unit 4: Ebrary Resource
EDU630: Online Curriculum and Instruction
Dr. Susan Shaw
November 18, 2024
From Behaviorism to Connectivism: A Comprehensive Guide to Instructional Design Theories for Online Learning.
Evanick, J. (2023, June 20). From Behaviorism to Connectivism: A Comprehensive Guide to Instructional Design Theories for Online Learning. eLearning industry. http://eLearningindustry.com/comprehensive-guide-instructional-design-theories-online-learning
This article evaluates different instructional design theories and their application to online learning in higher education. Instructional design is a systematic design and development of effective and efficient learning experiences (Evanick, 2023). All instructional design theories have strengths and weaknesses in online learning and higher education. Behaviorism theory provides clear objectives, feedback, and reinforcement but may not promote deep learning and critical thinking skills. Cognitivism theory can promote active and meaningful learning activities; however, it may need to fully account for the social and cultural dimensions of learning. The constructivist theory can promote active engagement, reflection, and collaboration but may only partially account for the acquisition and management of information.
Finally, Connectivism theory can provide networked learning and digital literacy but may only partially account for developing critical thinking skills and deep learning goals and contexts. eLearning concludes that to design and develop online learning environments effectively, instructional designers should consider the strengths and weaknesses of each theory and their application to specific learning goals and contexts. In addition, designers should be aware of the social and cultural dimensions of learning experiences that are inclusive and accessible to diverse learners.
Connie Stapleton
Unit 5: PLE Ebrary Resource
EDU630: Online Curriculum and Instruction
Dr. Susan Shaw
November 24, 2024
Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning
Mattar, J. (2018, January). Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning [Online forum post]. ResearchGate. http://www.researchgate.net/publication/256622338-constructivism-and-connectivism-in-education-technology-active-authentic-experiential-and-ancho
This article aims to discuss and help understand how constructivist-related theories can be used correctly in the field of education technology and distance education (Mattar, 2018). The following specific theories are discussed: Situated Cognition, Activity Theory, Experiential Learning, Anchored Instruction, Authentic Learning, and Connectivism. The assumption is that the theories listed are subtypes of constructivist approaches to teaching and learning. The article explores and organizes these theories under constructivism, comparing and pointing out their common features.
Connie Stapleton
Unit 5: PLE Ebrary resource
EDU 630: Online Curriculum & Instruction
Dr. Susan Shaw
November 24, 2024
Muir, D. J. (2001, July 25). Adapting Online Education to Different Learning Styles [Online forum post]. Eric. http://eric.ed.gov/?id=ED462940
This article discusses a research project that aims to determine if online learning could be adapted to individual learning styles and if it makes a difference in standardized testing scores of internet students. The article provides an overview of learning theories and includes four stages of learning: exposure, guided learning, independent learning, and mastery. The research goal was to establish whether online learning and adaptive learning styles made a difference in test scores and whether the knowledge could be utilized in traditional classes
Connie Stapleton
Unit 7: PLE Ebrary Resource
EDU 630: Online Curriculum and Instruction
Dr. Susan Shaw
December 8, 2024
E-Assessment of online academic courses via student’s activities and perceptions
Kahan, T., Livne, E., & Soffer, T. (2017). E-Assessment of Online Academic Course via Student’s Activities and Perceptions. Studies In Educational Evaluation, 54, 83–93. http://www.sciencedirect.com.postu.idm.oclc.org/science/article/abs/pii/50191491X16300190
This article aims to examine the quality of online Academic courses by conducting a multi-dimensional e-assessment (Studies in Educational Evaluation,2017). The assessment examined students’ activities and perceptions in four main aspects:
- Instructional
- Communication
- Course workload
- Overall learning experience in the online course
Additional questions addressed in the study included:
- What were the students’ activities in the following aspects: Instructional (contents and assignments) and communication
- Were there differences in these aspects across the courses? If so, could these aspects be attributed to differences in students’ socio-demographic characteristics?
Results of the study show that assessment procedures can be based on educational data mining combined with evaluation.
Connie Stapleton
Unit 7: PLE Resource
EDU630: Online Curriculum and Instruction
Dr. Susan Shaw
December 8, 2024
Aligning Objectives with Assessment in Online Course: Integrating Learning Analytics and Measurement Theory
Barthakur, A., Joksimovic, S., Kovanovic, V., Pardo, A., & Richey, M. (2022). Aligning objectives with assessments in online courses: Integrating learning analytics and measurement theory. Science Direct Computer & Education, 190. https:///www.sciencedirect.com/science/article/abs/pii/S0360131522001749O
The purpose of this study was to address the need for evidence-based studies to evaluate the alignment between CLOs and assessment. The study outlines a novel methodology using empirical assessment data. The study’s concluding result suggests using interdisciplinary approaches, intersecting learning analytics with traditional assessment models, to validate the alignment between course learning objectives and assessment in online higher education settings at scale (Computer & Education,2022).
Connie Stapleton
Unit 8: PLE Ebrary Resource
EDU630: Online Curriculum and Instruction
Dr. Susan Shaw
December 13, 2024
Guerrero- Roldan, A., & Noguera, I. (2018). A model for aligning assessment with competence and learning activities in online courses. The Internet and Higher Education, 30, 36–46. http://www.sciencedirect.com/science/article/abs/pii/s1096751617301823
In recent decades, there have been great changes in the structure, function, and funding of higher education, which have resulted in an increase in student diversity (Biggs & Tang, 2011), (The Internet and Higher Education, 2018). This article aims to investigate the suitability of alignment for designing student-centered and competence-based learning scenarios in online higher education. A model for designing e-assessment processes aligned with competence and learning activities was utilized in the study.
Connie Stapleton
Unit 8: PLE Ebrary Resource
EDU630: Online Curriculum and Instruction
Dr. Susan Shaw
December 13, 2024
Online Assessment in Higher Education: A Systematic Review
Heil, J., & Ifenthaler, D. (2023). Online Assessment in Higher Education: A Systematic Review. Online Learning Journal, 27(1). http://olj.onlinelearningconsortium.org/index.php/olj/article/view/3398/1241
Online assessment is defined as a systematic method of gathering information or artifacts about a learner and learning processes to draw inferences about the person’s disposition using information and communication technology (Baker et al., 2016) & Heil, J. & lfentahaler, D. 2023). The purpose of the systematic literature review is to identify and synthesize original research studies focusing on online assessment. The study researched three main questions that guide the systematic review process.
- Which modes (self-assessment, peer-assessment, teacher-assessment, automated assessment) are used in online and blended learning?
- What are the objectives of online assessments in higher education?
- What are the success factors for accepting an using online assessment in higher education?
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