Development of instructional design strategies for integrating an online support system for creative problem solving into a University course

Asia Pacific Education Review - This study examined three cases in which an online support system was utilized to enhance creative problem solving (CPS) in a higher education setting. This study...     

A theoretical framework for integrating creativity development into curriculum: the case of a Korean engineering school

Existing approaches to developing creativity rely on the sporadic teaching of creative thinking techniques or the engagement of learners in a creativity-promoting environment. Such methods cannot develop students’ creativity as fully as a multilateral approach that integrates creativity throughout a curriculum. The purpose of this study was to formulate a theoretical framework for a curriculum that fosters creativity. Based on the analysis of documents from accreditation organizations and engineering programs, the researchers synthesized the essential abilities and knowledge of creative engineers and formulated an initial theoretical framework for an engineering curriculum designed to integrate creativity development. To validate this initial framework, in-depth faculty interviews were conducted. The results pointed to an optimal curriculum containing four course groups centered on design, domain knowledge, interdisciplinary knowledge, and creative leadership. In addition, the findings revealed an optimal structure and sequence for the courses by grade level. The discussion includes implications of the resulting framework, along with contextual and institutional issues and recommendations for future study.     

Review of current studies in instructional design theory in Korea: major trends and future directions

This article reviewed recent studies of instructional design theory in Korea to explore major trends and suggest future directions. Based on the analysis of 40 articles from the Journal of Educational Technology between 1994 and 2006, this study identified six trends: little emphasis on the conceptualization of instructional design theory; dominant interest in instructional design theories for higher-order thinking skills or self-regulated learning; special interest in instructional design theories for motivation and interactivity; emergent studies on the generic topic of instructional theories; heavy emphasis on instructional design theory for computer or Web environment; and sparse developmental research. Future directions of study for instructional design theory in Korea are suggested in response to issues arising from these trends.     

Development of an instructional design model for flipped learning in higher education

In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research.     

Improving the usability of the user interface for a digital textbook platform for elementary-school students

Usability is critical to the development of a user-friendly digital textbook platform interface, yet thorough research on interface development based on usability principles is in short supply. This study addresses that need by looking at usability attributes and corresponding design elements from a learning perspective. The researchers used a student survey, log files, and an expert heuristic evaluation to analyze needs for revision in the user interface of the existing Korea Education Research Information Service digital textbook platform. After using suggestions derived from this analysis to develop a new platform prototype, they tested its user interface for usability through a cognitive walkthrough and a formative evaluation. The results show that the usability design elements identified through the use of this iterative design and evaluation model were essential to improving the usability of the user interface and thus facilitating users’ actions and learning processes.