Innovations in Instructional Design and Technology Programs: a View from PIDT 2018

Richardson, Jennifer; Brush, Thomas; Ottenbreit-Leftwich, Anne; Karlin, Michael; Leary, Heather; Shelton, Brett E.; Lowell, Victoria L.; Exter, Marisa; Strycker, Jesse; Shin, Sungwon

doi:10.1007/s11528-019-00445-8

Cited by 4 publications

(2 citation statements)

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“…Second, despite the indispensability of the teacher’s instructional innovation (e.g. Johnson and Aragon, 2003; Richardson et al, 2020), this study appears to be the first to investigate its direct and interaction effects on students’ online behavioural engagement. Furthermore, this study would aid empirical evidence on the notion of innovation that has become much popular recently (Ogalo, 2020).…”

Section: Research Gaps and Significance Of The Studymentioning

confidence: 99%

E-Learning during COVID-19: Understanding the nexus between instructional innovation, E-psychological capital, and online behavioural engagement

Ahmed

Ismail²,

Fati

et al. 2021

Management in Education

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This current study is to empirically validate the importance of student's behavioural engagement on online teaching during a coronavirus-2019 disease pandemic. The global spread of coronavirus-2019 disease has affected every aspect of business, including education, resulting in the shift of classroom to online teaching. Keeping in view the growing concern about students’ attentiveness, connectivity, participation, and interaction in online classes, the authors underlined the critical need for paying empirical attention to this issue. While addressing a major empirical gap, the present study tested and found the significant role of e-learning efficacy, e-learning resilience, and teachers’ instructional innovation in boosting students` online behavioural engagement. Additionally, the study found a thought-provoking direct and interacting role of teachers’ instructional innovation. Therefore, the implications of the findings indicate that leaders in educational institutions need to invest in psychological resources that emphasize innovation and creativity in instructional methods for teachers to enhance student engagement in an online environment.

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Section: Research Gaps and Significance Of The Studymentioning

confidence: 99%

E-Learning during COVID-19: Understanding the nexus between instructional innovation, E-psychological capital, and online behavioural engagement

Ahmed

Ismail²,

Fati

et al. 2021

Management in Education

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show abstract

“…Por otra parte, en algunos casos se optó por identificar los componentes de la plataforma que deberían mejorarse, desarrollarse o incluirse. Sin embargo, todo desde un punto de vista pedagógico, sin tomar en consideración las implicaciones que las mejoras o modificaciones tendrían en el sistema (Osuna-Acedo et al, 2018;Richardson et al, 2020;Ritzhaupt & Kumar, 2015;Rook et al, 2015;Vega López et al, 2019).…”

Section: Proceso De Diseño Y Desarrollo De Las Plataformas De Tecnología Educativaunclassified

Metasíntesis sobre la aplicación de principios de Ingeniería de Software en el desarrollo de plataformas de tecnología educativa

Ibarra-Corona

Nahón

2021

RIITE

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Debido a la creciente presencia de la tecnología digital en los entornos educativos formales, las aplicaciones digitales que apoyan los procesos de enseñanza-aprendizaje son cada día más sofisticados y los docentes están tomando parte activa en el diseño de esas aplicaciones. Uno de los aspectos que más ha evolucionado es el desarrollo de software para el diseño de plataformas de tecnología educativa. Este aspecto ha sido motivo de diversas investigaciones científicas, pero no existen publicaciones que den cuenta de cómo han sido considerados los principios de la Ingeniería de Software por parte de los docentes en el desarrollo de software para el diseño de plataformas de tecnología educativa. Para cumplir con lo anterior, se realizó una revisión sistemática de la literatura especializada publicada en los últimos cinco años con el método de investigación documental propio de la metasíntesis. La obtención de información se realizó en las bases de datos científicos Springer Link, Science Direct, ERIC y CONRICyT con la siguiente fórmula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). Fueron analizados en total 69 artículos escritos en inglés o español. Tras una interpretación hermenéutica de los resultados, el hallazgo más relevante sugiere que, aunque los principios de Ingeniería de Software sí son contemplados y aplicados por la mayoría de los docentes, existe una brecha entre la teoría y la práctica referente a la tecnología educativa, misma que deriva de la complejidad de empatar la pedagogía con el desarrollo tecnológico. Finalmente, se sugiere el desarrollo de un modelo que facilite aplicar los principios de la Ingeniería de Software en el proceso de diseño de las plataformas, que a su vez facilitaría el proceso de desarrollo de software educativo. Due to the growing presence of digital technology in formal educational environments, digital applications that support teaching-learning processes are becoming more sophisticated and teachers are taking an active part in its design. One of the aspects that has evolved the most is the development of software for the design of educational technology platforms. This aspect has been the subject of various scientific research, but there are no publications that account for how the principles of software engineering have been considered by teachers in the development of software for the design of educational technology platforms. To comply with the above, a systematic review of the specialized literature published in the last five years was carried out with the documentary research method of meta-synthesis. The information was obtained in the scientific databases Springer Link, Science Direct, ERIC and CONRICyT with the following formula: "Software Engineering" AND ("Instructional Design" OR "Educational Technology"). A total of 69 articles written in English or Spanish were analyzed. After a hermeneutical interpretation of the results, the most relevant finding suggests that, although the principles of software engineering are contemplated and applied by most of the teachers, there is a gap between theory and practice regarding educational technology, which derives from the complexity of matching pedagogy with development. Finally, the development of a model that facilitates the application of software engineering principles in the platform design process is suggested, which in turn would facilitate the educational software development process.

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The 35th Meeting of the Professors of Instructional Design & Technology: A Special Report

Arrington

2020

TechTrends

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Innovations in Instructional Design and Technology Programs: a View from PIDT 2018

Cited by 4 publications

References 1 publication

E-Learning during COVID-19: Understanding the nexus between instructional innovation, E-psychological capital, and online behavioural engagement

E-Learning during COVID-19: Understanding the nexus between instructional innovation, E-psychological capital, and online behavioural engagement

Metasíntesis sobre la aplicación de principios de Ingeniería de Software en el desarrollo de plataformas de tecnología educativa

The 35th Meeting of the Professors of Instructional Design & Technology: A Special Report

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