Online and Distance Education Commons^™

Perceptions Of Social Belonging Within Higher Education Students, Sydney Hicks, Magdalene Moy

SACAD: Scholarly Activities

The purpose of this research was to investigate the efficacy of a student-centered social media platform for higher education students. Social belonging significantly influences educational success, as heightened feelings of belonging among students correlate with increased motivation to stay engaged and learn (Marler et al., 2021). The conceptual framework for this study uses the intersection of social presence and social capital as resulting in social belonging. Social capital refers to the networks students build through interactions with others that could prove to be valuable resources (Lefebrve et al., 2016). Social presence looks at the interaction and relational aspects of these …

My Story Is In The Structure: An Autoethnographic Study By An Instructional Designer Working In A Centralized Academic Reporting Line, Pamela Williams

Dissertations

Although not officially named in the shared governance of an institution, instructional designers play an important role as they collaborate with administrators and faculty to create high quality, regulatory-compliant courses for enrolled students. Instructional designers working in centralized, academic reporting units may be well-positioned to advance the work of institutions to maintain good standing with the industry and regulatory bodies. To illustrate the challenges, opportunities, and strategies employed by an instructional designer working in such a position, an autoethnographic study was conducted to elucidate how shared governance influences, empowers, and disempowers an instructional designer’s ability to lead and collaborate on …

Emory Healthcare Training Module For Esol Teachers, Parker Lindsey Timmons

Eagle Showcase: Excellence in Service-Learning (Archived)

The Language Instruction Training Module, specifically designed for ESOL (English for Speakers of Other Languages) teachers at Emory Health Systems, serves as a pioneering educational tool to enhance English language proficiency among non-English speaking employees. This comprehensive program aims to equip educators with essential tools and strategies for effective language teaching within a diverse healthcare setting. Recognizing the pivotal role of language educators in fostering a culture of inclusivity and effective communication, this module focuses on facilitating language acquisition and developing communication skills among staff members. The training is uniquely tailored to the healthcare sector, emphasizing the importance of language …

Narrative Research: You Did What With Technology? Exploring Student Narratives Of Technology At A Research-Based University In The Southwest, Alma M. Sanchez

Teacher Education, Educational Leadership & Policy ETDs

This qualitative study examined the impact of high school instructional technology on college students' academic strategies. It examined the historical and modern advancements of technology in education, uncovering significant milestones in technology integration within classrooms in the United States. Using a narrative inquiry approach grounded in John Dewey's philosophy of experience, it centered on the narratives of students in their second and third semesters of college. The study highlighted the gap in understanding students’ personal experiences with technology and emphasized the role their narratives play in shaping future technology integration strategies.

The methodology involved utilizing digital surveys and online semi-structured …

The Impact Of Using Gamified Augmented Reality In Developing Learning Engagement And Quality Of Learning Life Among Tenth-Grade Physics Students, Majed A. Alharthi Dr.

International Journal for Research in Education

The research aimed to examine the impact of gamified augmented reality (AR) on engagement in learning and the quality of educational life. The research sample included (90) tenth grade students distributed in three schools, and they were distributed into three groups of (30) students in each group, the first experimental group taught using gamified AR, the second experimental group taught using non- gamified AR, and the third is a control group taught in the usual way in the classroom, and each school included an independent group of research groups. A quasi-experimental design was adopted to study the impact of using …

Chapter 10: Increasing Accessibility In Educational Simulations, Meaghan Mcleod

Instructional Message Design, Volume 3

Simulations are an important aspect of education and training. They provide the learner with situations that mirror real life situations or provide access to unobservable phenomena. The simulations provide the learner with a unique opportunity to master skills through the use of and practice in a safe environment. However, many simulations are not designed with accessibility and accommodations in mind. This chapter provides a general overview of simulations and provides suggestions on how to increase accessibility and enhance the learning experience for all learners.

Chapter 06. Instructional Message Design For Adult Learners, Pamela J. Smith-Downing

Instructional Message Design, Volume 3

As stated in Chapter 1, message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. The instructional message design field of study pulls from many applied sciences, including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology, to name just a few. In this chapter, we will visit several adult learning theories and examples that guide our research into adult learning, look at different real-world instructional message designs for adult learners, and discuss directions for future …

Chapter 02: Multimedia Learning Theory And Instructional Message Design, Miguel Ramlatchan

Instructional Message Design, Volume 3

Multimedia learning theory describes how the designers of instructional messages, systems and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our …

True Story: The Hyflex Experience Across Disciplines, Kenyada Mcleod, Pradnya Patet, Crystal Miller, Steve Carlisle, Latoya Reynolds, Shauna Mayo

Inquiry: The Journal of the Virginia Community Colleges

Brightpoint’s HyFlex Pilot Program was a year-long project funded by the Online Virginia Network (OVN) to support faculty in the design and delivery of an actual HyFlex course. The cohort consisted of faculty who teach in the biology, architecture, early childhood, and web design disciplines. Participants worked in collaboration with one another and the Center for Teaching and Learning. In the following essay, members of the 2021-22 pilot cohort will reflect on their experiences learning and implementing a HyFlex approach in their courses. Each author will share challenges and successes as well as conclusions with implications for practice by colleagues …

Chapter 09: Web Conferencing Best Practices For Online K-12 Teachers, Mitch A. Cumings

Instructional Message Design, Volume 3

Web conferencing - the ability to hold live meetings from a distance through an online platform - has become an integral instructional tool to make learning more accessible and flexible. Although these technologies have been accessible for decades and utilized in both professional and institutional settings with degrees of regularity, they only arrived at a large scale onto the K-12 primary and secondary education scene out of necessity as prompted by the COVID pandemic. K-12 education systems had a crash course in web conferencing through the pandemic, and its value as a meaningful instructional tool persists.

Chapter 04: Cultural Sensitivity, Inclusion, And Social Presence In Instructional Message Design, Cheryl Cook-Posley

Instructional Message Design, Volume 3

It is critical for Instructional Designers (IDs) and Human Performance Technologists (HPTs) to consider the backgrounds of the learner to help them plan, develop, and design relevant and appropriate content for the audience of focus. The interests, assets, and needs of the learner must be researched and studied so the designer is able to fully know, empathize, understand, and design. Applying an audience centric approach equips designers to design culturally inclusive and sensitive instructional messages, as well as content that aligns with, are responsive to, and are respectful of diverse groups. In this way, IDs and HPTs can be able …

Chapter 07: What Can Instructional Designers Learn From Graphic Designers?, Mark Richard Parsons

Instructional Message Design, Volume 3

Instructional message design uses learning theories to effectively communicate information using technology. The instructional designer identifies the main objectives and skills to be learned to devise and deliver a strategy for the learner. The graphic designer plays a role by helping guide the learner through the material without distraction. Graphic design plays a vital role with visual learners. Using instructional and graphic design principles is important for effective instructional message design. This chapter looks at the importance of graphic design in the instructional design process. It will explore what skills and strategies instructional designers can utilize from a graphic design …

Chapter 08: Add Depth To Your Message - The Use Of 3d Printing In Instructional Message Design, Jennifer Tolley

Instructional Message Design, Volume 3

3D printing is an emerging technology used for the creation of physical objects. While it does not seem like a tool for instructional message design, 3D printing facilitates the development of many skills, such as creativity, critical thinking, and problem solving, as well as the development of content knowledge. It allows students to design and create real objects, or for teachers to show recreations of items from history. Tools, such as math manipulatives, can be designed and printed to help students learn abstract concepts. This chapter aims to provide a conceptual framework for 3D printing integration into instructional message design, …

Chapter 05: Message Design: How To Communicate Visual Information To Learners Who Are Visually Impaired, Meaghan Mcleod

Instructional Message Design, Volume 3

Message design consists of signs and symbols that play a crucial role in guiding our daily lives. text, images, videos, graphics, and diagrams are essential tools for communication and education. However, individuals with visual impairments are not able to fully access this visual content that plays such a critical part of our daily lives. Therefore, there is a need to create educational material that can be accessed by all learners including those with visual impairments. This chapter explores practical strategies that instructional designers, teachers, professors, and instructors can use to provide an inclusive learning experience for learners with visual impairments. …

Chapter 03: Message Design For Instructional Designers – Audio And Video Best Practices, Shelby Taylor

Instructional Message Design, Volume 3

Instructional message design is the way that information is delivered to users or the learners. Learners have short-term and long-term memory. Cognitive load theory and multimedia learning theory are two theories that can be applied to best practices in audio and video. Audio and video can range from speeches, podcasts, DVDs, and streaming videos. Both can enhance learning but should not drive the instruction. Segmenting video and audio is one of the many best practices as it allows learners to chunk the information and process it in small bits. There are learners who have auditory and visual deficits and instructional …

Chapter 01: Message Design For Instructional Designers - An Introduction, Miguel Ramlatchan

Instructional Message Design, Volume 3

Instructional message design is the use of learning theories to effectively communicate information using technology. Design is guided by theories including gestalt, cognitive load, multimedia learning, media selection, media attributes, and general communication systems. Our communication designs can be based on a wide variety of technologies or a combination of technologies. Technology in the form of tools and techniques includes, among others, the study and the use of typography, color, illustrations, photographs, modeled graphics, augmented reality, animation, video, video games, simulations, and virtual reality. This introduction serves as a brief overview of these theories, tools, and techniques, while subsequent chapters …

Columnas: The Honors Program Newsletter At Bentley University, Clara Williams, Micaela Corzo, Naeelah Desanges, Alyssa Galin, Isabella Ramirez

Honors Program

Page 1: WHY ARE NEW YEAR’S RESOLUTIONS SO HARD TO KEEP? By Sahil Raut ’27

Page 2: THE CAPITALIST INFLUENCE ON HIGHER EDUCATION By Kevin Heintz ’26

Page 3: THE IMPORTANCE OF MENSTRUAL HEALTH MANAGEMENT By Sid Goel ’24

Page 4: CAN TECHNOLOGY SOLVE EDUCATIONAL INEQUALITY? By Ariana Ramirez ’27

Page 5: DATA PORTABILITY CAN CHANGE THE DIGITAL WORLD By Kassidi Thompson ’27

Page 6: THE POWER OF VULNERABILITY By Peter Epp ’24

Page 7: THREADS OF BELIEF By Yudao Song ’26

Student Perceptions Of Online Course Design Elements In A Post-Pandemic Environment, Carrie Lewis Miller, Michael Manderfeld, Odbayar Batsaikhan, Adeyemi Adelekun

IT Solutions Publications

Instructional designers conducted a survey of students to determine their perceptions of online course design in a post-pandemic environment. The questions were based on Quality Matters General Standards and asked students to indicate whether they experienced the design element and the importance they placed on it. Open-ended questions gathered additional detail about the students’ online course experience. Results indicate overall online course design at the university adheres to QM standards, but improvement is needed in online teaching practice, specifically teacher communication and availability, grading, and feedback. When compared to results of the same survey administered pre-pandemic, similar trends are seen …

First-Generation College Students And Sense Of Belonging At School: The Moderating Effect Of Remote Learning, Christina Su Ju

Psychology Theses & Dissertations

This study examines the effect of first-generation college student status on students’ sense of belonging, and whether remote learning moderates this effect. Specifically, this study examines whether first-generation college students’ sense of belonging at university differs from their continuing-generation college student counterpart, and whether taking remote courses impacts that relationship. It was hypothesized that first-generation college students would report lower sense of belonging than continuing-generation college students, and that remote learning would moderate the relationship such that the negative effect of first-generation student status on sense of belonging is strengthened when the student takes more remote courses. Survey data from …

Outcomes Of Virtual Diabetes Cook Along Classes, April Litchford, Jenna Dyckman, Cindy Jenkins, Andrea Schmutz, Carrie Durward

Outcomes and Impact Quarterly

USU Extension Diabetes Cook Along classes provide diabetes education to the public while removing barriers to participation. These classes teach relevant topics through hands-on activities to increase participants’ ability to effectively self-manage their diabetes symptoms. Evaluation results show that participants experienced high satisfaction (86%) and substantial knowledge gain (92%) after the classes.