Online-Teaching Space Design Based on the Flow Theory

The development of educational information technology makes the construction and application of online teaching space more and more common. As a field and assistant system, the essential requirement of online-teaching space is to ensure that learners can continuously engage in learning. The goal of the application of flow theory in teaching is to stimulate learners' flow experience, so as to improve the learning effect and achieve the learning goal. Starting from the design of online teaching based on flow theory, this paper puts forward the design requirements and principles of its teaching links, including the analysis of individual chemical situation, hierarchical and classified teaching objectives and tasks, multi scene teaching links and teaching improvement, and then puts forward the corresponding online teaching space framework. This paper argues that online teaching space should be composed of intelligent guidance system, teaching support system, situational intervention system and flow support system. Under such conditions, teaching space is more conducive to the implementation of online instructional design based on flow theory, and can help space constructors and participants achieve continuous improvement of teaching effect.

Thriving Through Disruption

In this chapter, the authors will explore the ways COVID-19 initiated widespread reform in how faculty approach online teaching. The researchers will focus on how they addressed the shift from emergency remote teaching to faculty empowerment, centered on best practices in online learning. The change, like many campuses around the nation, happened quickly and with limited resources. A central argument of this chapter is that the pandemic created unexpected opportunities for collaboration and innovation across the divide between face-to-face and online instructional design. In tackling this challenge, the researchers were inspired by the community of inquiry framework. The framework is a social constructivist model describing the learning environment as the intersection of three key “presences”: teaching, social, and cognitive. Combining this framework with social-emotional learning theory suggests that online instructional designers consider the trinity of feeling, doing, and creating when designing and delivering faculty professional development.

Instructional Design and Online Standards

Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.

Introduction – language learning and professionalization in higher education: where we are, where we need to be, and how we get there

Language learning for professional purposes is here explored through themes related to postsecondary students’ experiences and professional integration, (multimodal) communication, and (online) instructional design principles, and language teacher education. Each chapter seeks to focus on how research results could/should inform training design in higher education (research-based recommendations, implications for pedagogy) so as to promote learning and sustain the link between FL education and professionalization in today’s and tomorrow’s society.

Effectiveness of an instructional design in the academic performance of students of an online course

The purpose of this research was to elaborate an online instructional design, and to identify the effectiveness of the academic performance on a course of the educational program bachelor’s in administration of a University of northern Mexico. The course was taught in “SAETI, Sistema de apoyo a la educación con tecnologías de internet” (Support System to education with Information Technologies). The instructional design of the course was tested on this platform with students of fourth and fifth semester. This research was done under a quasi-experimental focus with a quantitative approach. Once the online instructional design was developed, an evaluation instrument was applied to measure the effectiveness of the use and application of an online instructional design. The student sample to be selected was made with two natural class groups, one control and one experimental group. In addition, three research questions were answered, the first question refers to the differences in the academic performance of students in an online course, when an instructional design is used. According to the results it is verified that there are significant differences in the experimental group, where an online instructional design was used, and it is demonstrated with the result of the t-student test. For the second research question, the advantages for the student are presented, the effectiveness of the application of an instructional design in the activities of an online course and the third research question investigated what the advantages for the teacher in the use of an instructional design in an online course are; the findings of this research showed that the instructional design used in the two units of competence was effective. Keywords: instructional design, academic performance, instructional design models, learning theories Code JEL: I20, I21, I23 Received: 24/06/2019. Accepted: 12/02/2020. Published: 27/04/2020

Instructional Design and Online Standards

Online education has a foundation so that beneficial practices can leverage online environments effectively. Besides generic instructional design principles, models of good online instructional design are emerging. These practices and models are codified into online instructional design standards that provide research-based criteria that can be used to measure the degree to which such instructional designs meet those standards and can serve as guidelines of factors to consider when designing online instruction. This chapter provides an overview of instructional design as it applies to online teaching and learning. It also discusses how standards can help improve such instructional design in order to optimize student learning and achievement.

Modelling for Value Systems in a Diverse Online Program in the Caribbean

The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already diverse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the diverse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic individualistic change processes that will occur.