Design education embodies distinctive pedagogical practices rooted in experiential learning, frequent interactions between students and instructors, reflective dialogues through project deliverables, and enculturation through activities and encounters facilitated by a physical studio setting. Contrasting the traditional lecture-based format, the…

In the modern educational landscape, the integration of gamification into hybrid learning environments has emerged as a promising approach to enhance student outcomes. However, there remains a lack of comprehensive frameworks for designing gamified hybrid courses and validating their impact on student outcomes. This paper proposes a design…

Background: Augmented reality (AR) emerges as a technology with considerable promise and substantial potential for pedagogical integration within language education contexts. However, there remains a scarcity of review studies exploring the best practices and principles for oral communication facilitation based on robust theoretical models or…

As AI increasingly enters classrooms, educational designers have begun investigating students' learning processes vis-à-vis simultaneous feedback from active sources--AI and the teacher. Nevertheless, there is a need to delve into a more comprehensive understanding of the orchestration of interactions between teachers and AI systems in educational…

The discourse on blended learning must not take away focus on learning by concentrating explicitly on technologies. When learner-centred discussions are incorporated, these may be confined to constructivist pedagogies, as evident through the well-established community of inquiry (CoI) framework. While a few early advances argue for behaviourist…

In Blended Learning, students receive a combination of traditional face to face instruction in class and are also required to complete activities outside of the classroom. BL increases opportunities for faculty members to design more effective teaching and learning environments. In order to do so, Instructional Design might be used to support…

Online and blended learning (OBL) overemphasize the process of creating artifacts, producing strategies, or otherwise utilizing a "making" orientation in education. As an alternative to this making-orientation, we offer a model for relational course design founded in the philosophies of Emmanuel Levinas and Martin Buber. We examine an…

Prioritizing student satisfaction in higher education is crucial for delivering an educational experience that caters to students' needs, ultimately leading to improved learning outcomes and fostering gradual progress. In this paper, to identify the interactive teaching approach that best aligns with student expectations for a class of freshmen…

The COVID-19 pandemic has accelerated the integration of technology in classrooms. This has highlighted the need for a deeper understanding of how students experience these learning environments. In response, this case study explored how students experience blended learning in post emergency learning through a digital equity lens. The analysis of…

Blended learning (BL) has become increasingly popular in higher education institutions. Despite its popularity and the advances in methodologies for the detection of learning tactics and strategies from trace data, little is known about how they apply to BL settings and, therefore, how students use them to plan, organize, monitor, and regulate…

Research on improving engineering skills in students advocates for high-quality teaching practices as well as the implementation of digitally enhanced management systems, such as e-Learning. Furthermore, COVID-19 led to several changes in education, such as switching drastically from face to face to emergency remote and later hybrid teaching. This…

This paper proposes four principles for managers and higher education educators who are designing units and programmes so as to be dual mode ready. `Dual mode' design and delivery enables students to equitably complete their studies fully online, while also offering on-campus experiences where possible. The four principles are: (1) All learning…

The COVID-19 pandemic has significantly impacted traditional design education, forcing educators to adopt digital classrooms for architectural design instruction, which has led to various challenges and suboptimal student performance. This research explores effective online design teaching methods, particularly across different design modules…

The term transmedia learning is focused on how students learn in both formal and informal learning environments, across multiple platforms. This article identifies the literature on transmedia learning across the last decade and draws together a consistent definition. A conceptual model for transmedia learning is outlined and further advances a…

This study, anchored in the empirical domain of student learning experiences, employs the Chaoxing Fanya network teaching platform to delineate a comprehensive model of factors that influence student learning experiences within the framework of blended collaborative learning. Through a rigorous synthesis of extant literature and qualitative…