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Article
Publication date: 4 July 2008

Holly M. Hutchins and Dennis Hutchison

The purpose of this paper is to review cross‐disciplinary research on e‐learning from workplace learning, educational technology, and instructional communication disciplines to…

2713

Abstract

Purpose

The purpose of this paper is to review cross‐disciplinary research on e‐learning from workplace learning, educational technology, and instructional communication disciplines to identify relevant e‐learning design principles. It aims to use these principles to propose an e‐learning model that can guide the design of instructionally sound, usable, and interactive e‐learning courses and programs for workplace learning.

Design/methodology/approach

The paper is a review of empirical and conceptual e‐learning literature from human resource development, workplace learning, educational technology and instructional communication.

Findings

The paper presents a current review of e‐learning design research, identifies convergent areas of e‐learning design practices, and proposes a tripartite e‐learning design model. Design principles identified in the literature review include adherence to instructional design principles based on adult learning principles, ensuring human‐technology interface (usability) guidelines, and supporting online immediacy (social presence) attributes.

Practical implications

An expanded view of e‐learning design strategies grounded in a learning sciences perspective and encompassing research on behavioral, cognitive, constructivist and humanistic theories is offered.

Originality/value

The study provides an integrated e‐learning design model that represents main areas of e‐learning research and suggests competencies for e‐trainers.

Details

Journal of Workplace Learning, vol. 20 no. 5
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 13 November 2009

Wanjira Kinuthia

While there is significant existing literature on learner analysis in instructional design and separately in cultural issues in education, these two areas are rarely examined in…

744

Abstract

Purpose

While there is significant existing literature on learner analysis in instructional design and separately in cultural issues in education, these two areas are rarely examined in tandem. This paper aims to bring these two areas together.

Design/methodology/approach

This research uses qualitative methods within the context of a case study. A dual role is played by the author as instructor‐researcher in gathering and analyzing the data.

Findings

One area of success in the course is that it served to increase the coverage of the area of instructional design in addition to expanding the literature base in this area of study that has only recently begun to receive attention.

Research limitations/implications

One limitation of the course is that while it is designed to provide a blended mix of learning opportunities, the instructional design field is quite large and it is impossible to explore all relevant topics.

Practical implications

A challenge of the course is that socio‐cultural concepts are broad and it is recognized that a single course is not enough to effectively cover all relevant issues. Careful course design is therefore important.

Originality/value

Feedback from this study can serve as a resource for decision making about existing and additional courses, and specific content that could be incorporated into similar courses.

Details

Multicultural Education & Technology Journal, vol. 3 no. 4
Type: Research Article
ISSN: 1750-497X

Keywords

Article
Publication date: 8 June 2012

Wanjira Kinuthia

The purpose of this paper is to examine the perceived challenges of attempting to integrate topics related to social and cultural issues into the coursework in graduate programs…

671

Abstract

Purpose

The purpose of this paper is to examine the perceived challenges of attempting to integrate topics related to social and cultural issues into the coursework in graduate programs in Instructional Design and Technology (IDT).

Design/methodology/approach

An open‐ended online survey instrument was developed for this study for three reasons. First, the study aimed at investigating what is actually happening in IDT programs in terms of integration of social and cultural issues into coursework. Using an online questionnaire, data were collected from IDT instructors and instructional designers.

Findings

Findings of the study indicated that while there is a general agreement and interest in infusing content that addresses socio‐cultural perspectives challenges into courses, the challenges include the existence of a common framework for defining and prioritizing socio‐cultural issues, and difficulties in identifying the most important issues to address, and appropriate instructional approaches to address sensitive topics.

Research limitations/implications

There were some limitations to this study. First, the data were collected primarily through a survey instrument as indicated above. Nonetheless, the qualitative data collected were rich and informative. Second, as noted earlier, a majority of the participants indicated they are based in the USA. Thus, study findings may be more specific to IDT programs in this context. Third, participation in the study was voluntary, hence demographics were not controlled for. However, this opened up opportunities for attaining multiple perspectives from the participants.

Practical implications

A recommendation that this study brings out is that while it is impossible practically to address all potential topics, a starting point may be to identify and address the most pertinent topics, such as those which may cause misunderstanding or reinforce the wrong ideas.

Social implications

While instructional designers and instructors cannot be expected to be cultural experts in every single context or topic, there are certain content issues, such as authentic activities and design strategies that would warrant further attention. Of course this will vary by content and context and instructors and instructional designers should at least be prepared to recognize these unique issues.

Originality/value

The paper highlights some issues worth discussing: the complexity of directly incorporating socio‐cultural issues into IDT curricula; the broad elusive nature of the knowledge of socio‐cultural issues; and the difficulty in defining socio‐cultural content, including what to teach and how to teach it. These three issues address the role of coursework in professional preparation, and the structure of instructional design courses and curricula.

Article
Publication date: 9 November 2012

Anna Marie Johnson, Claudene Sproles, Robert Detmering and Jessica English

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

5550

Abstract

Purpose

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Design/methodology/approach

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Findings

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 40 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 13 November 2017

Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of…

7069

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

Findings

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 45 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 9 November 2015

Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…

5285

Abstract

Purpose

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

Design/methodology/approach

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

Findings

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 43 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 3 October 2008

Neil Lasher

The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal and

1607

Abstract

Purpose

The purpose of this paper is to outline an updated, six‐point model for instructional design which takes account of modern delivery trends in learning, such as informal and workflow e‐learning.

Design/methodology/approach

The model is based on empirical research carried out over at least 20 years.

Findings

The paper finds that to adhere to the modern goal of aligning learning with business strategy, we need to predict the needs of the user and select the most useful content and delivery techniques. Until now, the instructional design model for informal and workflow e‐learning did not exist. Learners must be engaged by the learning programme/materials they are using. Learning modules should be narrowly focused to a single learning point. The learning content must be up‐to‐date and always retrievable. Learners must be motivated to use the new information they are being given via the learning materials. The effectiveness of learning materials is enhanced by the designer finding and exploiting something in the piece of learning that is significant to the learners and will affect them emotionally. Learners organise what they know through meaning and association; so, to get people to learn, we have to entice them – via building associations from what they know now to what we are going to teach them. Informal learning modules and workflow learning techniques do not always require delivery via a learning management system. Speed of access to learning materials is now an issue for users.

Originality/value

This paper explores a new – and augmented – model of instructional design which applies particularly to the design of e‐learning materials (which were unknown to the “key” instructional design gurus).

Details

Industrial and Commercial Training, vol. 40 no. 7
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 24 November 2021

Asif R. Khan and N. Lakshmi Thilagam

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence…

Abstract

Purpose

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.

Design/methodology/approach

A systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.

Findings

A pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.

Research limitations/implications

The research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.

Originality/value

The study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.

Article
Publication date: 4 October 2022

Carolyn Caffrey, Hannah Lee, Tessa Withorn, Maggie Clarke, Amalia Castañeda, Kendra Macomber, Kimberly M. Jackson, Jillian Eslami, Aric Haas, Thomas Philo, Elizabeth Galoozis, Wendolyn Vermeer, Anthony Andora and Katie Paris Kohn

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of…

3470

Abstract

Purpose

This paper presents recently published resources on library instruction and information literacy. It provides an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts. The selected bibliography is useful to efficiently keep up with trends in library instruction for busy practitioners, library science students and those wishing to learn about information literacy in other contexts.

Design/methodology/approach

This article annotates 424 English-language periodical articles, monographs, dissertations, theses and reports on library instruction and information literacy published in 2021. The sources were selected from the EBSCO platform for Library, Information Science, and Technology Abstracts (LISTA), Education Resources Information Center (ERIC), Scopus, ProQuest Dissertations and Theses, and WorldCat, published in 2021 that included the terms “information literacy,” “library instruction,” or “information fluency” in the title, abstract or keywords. The sources were organized in Zotero. Annotations summarize the source, focusing on the findings or implications. Each source was categorized into one of seven pre-determined categories: K-12 Education, Children and Adolescents; Academic and Professional Programs; Everyday Life, Community, and the Workplace; Libraries and Health Information Literacy; Multiple Library Types; and Other Information Literacy Research and Theory.

Findings

The paper provides a brief description of 424 sources and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy within 2021.

Details

Reference Services Review, vol. 50 no. 3/4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 15 February 2013

Jane Mardini

The purpose of this paper is to present and provide an evaluative study of a new Instructional Design Model for online and work‐based Learning.

Abstract

Purpose

The purpose of this paper is to present and provide an evaluative study of a new Instructional Design Model for online and work‐based Learning.

Design/methodology/approach

The approach is both evaluative and pragmatic, focusing on clear practical out‐workings. First, the rational for the development of a new Instructional Design Model is discussed. Next, the pilot is evaluated in the context of the experience of those involved and relevant issues are highlighted. Subsequently, the implications are emphasized and areas meriting further research shown.

Findings

The results demonstrate the integrity of the model with this group of students.

Research limitations/implications

Although small scale and having limited potential for generalisation outside the original context, the research makes the ways forward clear. These include, using the model in different contexts and examining further the ways in which links between theory and practice may be enhanced. In addition, emerging implications include the importance of developing online learning directly in the workplace, of using a constructivist approach and of fully integrating social interaction and assessments.

Practical implications

Arguably, this research is of significant value in today's society where access to universities may be limited and effective online and work based learning may provide new options.

Originality/value

The paper is original, building on previous research and facilitating interconnections between the different fields. It has value in progressing research in the areas of constructivist instructional design models related to online and work‐based learning.

Details

Higher Education, Skills and Work-Based Learning, vol. 3 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

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