Facilitation fundamentals: redesigning an online course using adult learning principles and trifecta of student engagement framework

Leslie, Heather J.

doi:10.1108/jrit-09-2019-0068

Cited by 15 publications

(11 citation statements)

References 15 publications

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“…Occasionally, group members may need to change groups, so the instructor could facilitate changing the groups and help them adjust to different groups, and revisit the group contract. Regarding the size of the groups, this study found that a group of three works well, which aligns with prior studies that 3–6 students for group projects are appropriate (Culen et al, 2014 ; Leslie, 2020 ; Urquiza-Fuentes & Paredes-Velasco, 2017 ). It may be even more important in online courses to keep the group size relatively small, given that students need to navigate out-of-class tasks and time.…”

Section: Discussionsupporting

confidence: 89%

Promote collaborations in online problem-based learning in a user experience design course: Educational design research

Zhu

Zhang

2022

Educ Inf Technol

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Since the Covid-19 pandemic, there has been an increasing growing need for learning experience or instructional designers. As a result, online courses on user experience (UX) design for learning are in demand to prepare those much-needed professionals. This paper reports the first circle of educational design research (EDR) on such a completely online problem-based course using group contracts and peer-evaluations to promote collaborations. Multiple datasets were collected from a range of data sources from a graduate-level course and were analyzed by two researchers. The study yielded several meaningful results: (1) group contracts helped students work smoothly and keep goals focused on collaborative learning in PBL; (2) the instructor could facilitate the group formation process; (3) peer evaluations helped group collaboration and monitoring; and (4) collaborative technologies are critical for collaboration. The findings also revealed important design principles for collaborative learning in PBL that can be used in similar courses. In addition, this study provides a successful example of how to teach UX design in an online PBL environment, and sheds light on how to further improve similar practices while contributing to the limited body of research on UX design for learning. Supplementary Information The online version contains supplementary material available at 10.1007/s10639-022-11495-6.

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Section: Discussionsupporting

confidence: 89%

Promote collaborations in online problem-based learning in a user experience design course: Educational design research

Zhu

Zhang

2022

Educ Inf Technol

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“…The learning strategies applied by the lecturers will influence the students' enthusiasm, including in the online lectures [8]. Previous findings show the effectiveness of online learning with face-to-face meetings.…”

Section: Introductionmentioning

confidence: 94%

Hybrid, Online or Face-to-Face Learning? Experiences during COVID-19 Pandemic

Kardoyo¹,

Widodo²,

Nurkhin³

et al. 2023

Proceedings of the 2nd Multidisciplinary International Conference, MIC 2022, 12 November 2022, Semarang, Central Java, Indonesi

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Online learning activities have run for two years since the beginning of the COVID-19 pandemic in Indonesia. In 2022, a hybrid method is widely implemented in almost all educational institutions because the pandemic has been gradually under control. This paper aims to explain the students' experiences at Semarang State University during online and hybrid learning processes. The respondents are the students of the Faculty of Economics, Universitas Negeri Semarang. The data are collected using a questionnaire distributed online. Descriptive analysis aims to explain and analyse the obtained data. The findings show that most students prefer the face-to-face learning method because they can be lively and interactively engaged in classroom activities. They think online or hybrid learning techniques are not more effective than face-to-face meetings. Online and hybrid lectures trigger higher stress levels for them. However, according to them, the online and hybrid learning methods are still interesting to be done. The lecturers' competence and abilities have been capable of handling such techniques to manage the class effectively. The students' inputs are important for the improvement of hybrid lectures. The hybrid learning must also be evenly distributed in both directions (real class and virtual class) so that there should be better classroom management skills that must be owned by each lecturer.

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“…This is mostly to be noted in the COVID 19 academic environment, that most lecturers were forced to go online by the pandemic and the level of experience with digital tools was basic, let alone having to redesign courses. Leslie (2021) argues that a redesigned course is more effective and important for encouraging engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring Hybrid Course Design in Promoting Active Engagement in extended curriculum and mainstream contexts

Ntlabathi¹,

Mashiyi²

2022

ECEL

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The current COVID 19 pandemic has propelled evidently all courses in Universities to be taught using online technologies within a hybrid mode. There has been a cry from the academic environment on how to make student responsive and engaged in a very lonely online environment as opposed to face-to-face classrooms that are seen as engaging and responsive. This study seeks to investigate in both extended curriculum programme and mainstream programmes how hybrid courses are designed such that they can promote active engagements. This is of interest in these programmes because of the approach to curriculum design in extended curriculum programmes versus mainstream programmes. The research design is that of an interpretative paradigm within case study design using a qualitative research approach. The sample for the study is made up of three faculties extended curriculum programmes and mainstream courses in a traditional University in South Africa. The main reason behind selecting three faculties with extended curriculum and mainstream is to understand the difference in how engagements are designed in the hybrid models in extended curriculum versus mainstream. This is to further enhance hybrid engagement between these two programmes. In each of these three faculties, two courses were selected because of their engagement in online learning and hybrid learning initiatives, making a total number of six courses. Activity Theory was used to analyse the hybrid/blended learning environments and focus group interviews were analysed to identify conditions, which enable and constrain engagement in these hybrid environments. The study concludes that it is imperative that academic development supports and enhances the development and agency of academics in creating active and engaging hybrid or online environments in both extended curriculum and mainstream programmes.

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Facilitation fundamentals: redesigning an online course using adult learning principles and trifecta of student engagement framework

Cited by 15 publications

References 15 publications

Promote collaborations in online problem-based learning in a user experience design course: Educational design research

Promote collaborations in online problem-based learning in a user experience design course: Educational design research

Hybrid, Online or Face-to-Face Learning? Experiences during COVID-19 Pandemic

Exploring Hybrid Course Design in Promoting Active Engagement in extended curriculum and mainstream contexts

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