University Teachers as Developers of Technology-Enhanced Teaching—Do Beliefs Matter?

Previous research has identified a well-established link between teachers' beliefs and the practical implications of technology-enhanced learning (TEL). Until recently, there have been few studies of teachers' beliefs regarding their own role as developers of TEL in higher education. In this study, 18 university teachers' reflective writings on their role as developers of TEL were analyzed. All the teachers had developed their teaching methods for the instructional use of information and communication technologies (ICT). The findings of qualitative thematic analysis indicated four divergent teachers' roles: (1) active developers, (2) adaptive developers, (3) cautious developers, and (4) reluctant developers. These findings can be used to train teachers in educational change. (Keywords: Teacher beliefs, teacher roles, teaching development, technology-enhanced learning, university teaching, higher education)     

Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques – (a) variation theory and (b) representations of subject matter – on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.     

Investigating the influences of a LEAPS model on preservice teachers’ problem solving, metacognition, and motivation in an educational technology course

This paper discusses a qualitative study which examined students’ problem-solving, metacognition, and motivation in a learning environment designed for teaching educational technology to pre-service teachers. The researchers converted a linear and didactic learning environment into a new open learning environment by contextualizing domain-related concepts and skills and providing ill-structured, collaborative problem-solving opportunities. The intervention called Learning Environments Approaching Professional Situations (LEAPS) took into account issues surrounding motivation and situativity that are of particular interest to instructional developers and design-based researchers. In this study, four classes were assigned as either traditional or LEAPS environments from which four cases were selected for further examination. The results suggested that the LEAPS approach was beneficial in supporting students’ problem-solving, motivation, and self-reflections, but only under specific conditions. The implications for instructional design and motivation are discussed.     

Preparing Instructional Designers for Game-Based Learning: Part 2

As noted in part I of this article (published in TechTrends 54(3)), advances in technology continue to outpace research on the design and effectiveness of instructional (digital video) games. In general, instructional designers know little about game development, commercial video game developers know little about training, education and instructional design, and relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. In Part I, a panel of recognized and emerging experts in the design of instructional (digital video) games set the context for this three part series and one of four panelists discussed what he believes instructional designers should know about instructional game design (Hirumi, Appleman, Rieber, Van Eck, 2010). In Part II, two faculty members who teach courses on instructional game design presents their perspectives on preparing instructional designers for game-based learning. Part III will present a fourth perspective along with conclusion that compares the four views.     

Using Appleworks in the Geography Class:

This study investigated whether using multimedia-based instructional material in a problem-based social studies simulation enhances student learning about world issues, increases interest in social studies, and generates positive attitudes toward the instruction. The GlobalEd Project, a Web-based international negotiation simulation embedded in the middle school social studies curriculum, was used in this investigation. The study employed a quasi-experimental design with a multimedia group (MG) and a text group (TG). A total of 190 students participated in the study. Results indicated that students in the MG had marginally larger gains in knowledge and interest than their counterparts in the TG. In addition, students in the MG used the Web site more extensively than students in the TG. Directions for future research and multimedia developers are discussed.     

Preparing Instructional Designers for Game-Based Learning: Part 1

Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game developers may know little about training, education and instructional design. In this three part series of articles, four recognized and emerging experts in instructional game design discuss their perspectives on preparing instructional designers to optimize game-based learning. In Part I, we set the context for the series of articles and one of four faculty members who teach a graduate level course on game design discusses what he believes instructional designers should know about instructional game design based on his experiences. Part II will present alternative perspectives from two additional faculty members who teach courses in instructional game design, and Part III will present a fourth perspective along with conclusion that compares the four views.     

Mnemonics for the Middle Grades

Mnemonics represent a diverse group of research-based instructional methods with wide application for middle school teachers and students. Teachers can model how to use mnemonics and infuse them in their instruction. Students can use mnemonics as a study skills memory prompt in any class. Due to their potential as a highly effective instructional and learning tool, this article provides information about mnemonics with instructional tips and examples for middle level teachers.     

High-tech instructional development: It's the thought that counts

Predictions that technology will soon bring about a revolution in teaching are now common. Some see this occurring as an inevitable result of the information storage and processing capabilities that new technologies possess; others believe that changes in values and technology application strategies will be more significant factors. This article argues that technologies affect education greatly by shaping attitudes about the nature of teaching and learning, and presents a simple model to illustrate this process. Also, it suggests that, to be effective advocates of the new technology, instructional developers must address the ideological dimensions of learning system design and make deliberate decisions regarding the educational values these designs are to embody.     

The Art of Teacher Evaluation

Post-secondary education sees an increasing variety of instructional media and an increasing diversity among learners. The goal of this study was to ascertain whether students of different learning styles, majors, and genders benefited from particular instructional media. Students completed a learning styles inventory and a survey of perceived usefulness of each instructional medium. Qualitative information was collected in student focus groups. All students perceived some of the same instructional media as useful and all valued a mix of media. A rich ecology of media appears to enhance student learning.     

Effects of a Theory-Based Feedback and Consultation Process on Instruction and Learning in College Classrooms

This study examined how midterm student ratings feedback provided to teaching assistants via a theory-based ratings instrument, combined with consultation on instructional practices, would affect teaching practices, ratings of teaching effectiveness, and student learning and motivation. The student ratings instrument that was employed focused on a series of instructional activities derived from Gagné's theory of instruction and Reiser and Dick's instructional model. Thirty-seven teaching assistants in undergraduate computer science and chemistry courses were randomly assigned to either a feedback + consultation group or a no-feedback group. Results of this study indicated that the feedback and consultation process had a significant impact on instructional practices and ratings of teaching effectiveness. Student learning and student motivation were positively correlated with the frequency with which the various instructional activities examined in this study were utilized. Implications of these findings and suggestions for future research are discussed.     

Interactive effect of information structure sequence of information and process learning time on rule learning using computer-based instruction

The purpose of this study was to investigate three instructional design variables hypothesized to improve rule learning by use of information processing methods. These variables included: analysis and structure of information, response-sensitive sequencing of information, and monitoring of learning time. Using secondary education students learning internal punctuation rules, results from two experiments showed that (a) structuring information by a schematic analysis improved learning over a taxonomic analysis, (b) a response-sensitive sequence that first adapted instruction for generalization and second discrimination improved learning over either sequence separately, and (c) program monitoring of the display time interval improved learning over learner control. Findings are discussed in reference to an interactive nature of learning theory, instructional systems, and computer technology.     

Exploring the potential of a computer tool for instructional developers

Information and communication technology tools currently permeate almost every professional domain. Those geared toward the field of instructional development have emerged in recent years. This article explores the potential for linking the domains of computer support and instructional development.This article reports on the design and evaluation of CASCADE (Computer Assisted Curriculum Analysis, Design and Evaluation), a computer system that supports instructional developers during formative evaluation efforts. Five prototypes of CASCADE were created and evaluated on the basis of their validity (reflection of state-of-the-art knowledge and internal consistency); practicality (ability to meet the needs, wishes and contextual constraints of the target group); and effectiveness (improved user task performance).The results of this study suggest that the use of CASCADE could: (a) improve the consistency of formative evaluation plans and activities; (b) motivate developers by elevating their confidence in using formative evaluation activities; (c) save time; and (d) help to provide justifications for decisions made.     

A framework and checklists for evaluating online learning in higher education

A case is made in this paper for using checklists and context‐bound evaluations of online learning materials in higher education. Context‐bound evaluations complement traditional forms of evaluation of educational courseware, such as checklists. Context‐bound approaches are useful for indicating the pedagogical quality of online learning materials that may be productively used in conjunction with checklists to evaluate online learning. Edith Cowan University has developed a framework and checklists for assessing aspects of online pedagogical learning materials in higher education. These checklists, which are intended to be useful indicators of the areas where online learning materials are strong and to identify areas that may be deficient, and are a valuable screening and information gathering device to use when undertaking a context‐bound evaluation of learning materials. As such, the quality of the instructional design remains an important consideration in evaluating courseware, and such information needs to be presented in a form that is accessible and useful for educational developers and researchers. Comment and dissent is invited on the value of contextual evaluations to reinvigorate the debate over appropriate ways of evaluating online learning materials in higher education.     

Collaborative reflective practice: An instructional design architecture for the Internet

This paper outlines and discusses the instructional design architecture of a graduate study program in Open and Distance Learning that is fully and only accessible via the Internet. The paper also presents the results of an initial evaluation by staff and students of the first offer of the program in 1996. This study program was mounted with funds from the Commonwealth Government (Cathie Committee), a global learning initiative of the American Telegraph and Telecommunications Company (AT&T) and the International Council for Open and Distance Education (ICDE). The program aims to meet the needs of those who are seeking skills in the design and development of open and distance learning systems. The experiences of the first student intake suggest that the program is meeting an identified need very successfully. The program developers describe this program as challenging and clearly trail‐blazing the push for increasing flexible learning opportunities among institutions of higher learning.     

Use of dissection-related courseware by low-ability high school students: A qualitative inquiry

This article reports on a naturalistic study conducted with 24 low-achieving high school Biology students. Observations and interviews were used to determine how the teacher and students used two different computer-based instructional programs on frog anatomy and dissection, and how students conducted a subsequent dissection. Student and teacher opinions were solicited about the different computer-based programs and the dissection laboratory. Findings suggest that dissection can be a valuable learning experience for low-achieving Biology students when they are engaged in group cooperation and interaction and receive adequate instructional preparation. Results also point to the motivation these students exhibit toward computer use, to the importance of balancing learner and program control, and to the value of considering the teacher as a possible source of both interaction and structure during courseware use. Recommendations based on these and other findings are offered for educators and instructional developers. As participating teacher in this research, Mrs. Foss' integral and enthusiastic involvement is recognized with co-authorship of this article. She has asked to be identified by name rather than by a pseudonym. The paper on which this article was based was presented at the annual meeting of the American Educational Research Association (AERA) in April 1993. The authors thank Mary Catherine Ellwein and an anonymous reviewer for their valuable comments on an earlier draft. Correspondence may be directed to Mable Kinzie at the Department of Educational Studies, Curry School of Education, University of Virginia, 405 Emmet Street, Charlottesville, VA 22903-2495.     

网络课程的教学设计与开发初探

网络课程的开发是当前教育信息化进程中的一个重要举措,它以现代的教育思想和教学设计理论为指导,充分利用信息技术的优势,具有资源共享、时空不限、多向互动、便于合作的特点,能很好地推动学习者自主式学习。本文重点介绍在此过程中所运用到的教学思想、教学策略、教学内容安排、学习环境规划、界面风格设计和各个功能的技术实现。同时在研究和思考大量第三方课程范例基础上,借鉴其优点外还提出了现有网络课程的不足。     

Developing a Web 2.0-based system with user-authored content for community use and teacher education

We report on an investigation into the design, development, implementation, and evaluation of an informational and instructional Website in order to generate guidelines for instructional designers of read/write Web environments. We describe the process of design and development research, the problem addressed, the theory-based solution, and the evaluation and testing of that solution. Based on our experience, we then identify sixteen guidelines for future designers and developers of read/write Web-based learning environments. The study demonstrates how read/write Web technologies can be used to address general problems that have intrinsic societal importance; examines implementation of a read/write technology in a real-life context, thereby testing distributed cognitions learning theory; informs the design of similar environments; and provides grounded theory for the design and development of read/write Web learning environments.     

Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment: A matter of perspective?

Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency – learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as “audio only” outperformed learners in the “audio + video” condition, who did not substantially differ from the control group.