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Maimoona Al Abri; Abdelrahman Elhaj – International Review of Research in Open and Distributed Learning, 2025
The rapid growth of online education has brought to the forefront the critical need for designing highquality online courses that effectively engage learners and facilitate their success in the digital realm. This study explored the key components and practical guidelines for designing high-quality online courses. Qualitative research was…
Descriptors: Educational Quality, Evaluation Criteria, Online Courses, Curriculum Development
An Duong Thi Binh; Thu-Hang Hoang; Huy Truong Quang – Evaluation Review, 2025
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…
Descriptors: Blended Learning, Curriculum Design, Instructional Design, Gamification
Tlili, Ahmed; Garzón, Juan; Salha, Soheil; Huang, Ronghuai; Xu, Lin; Burgos, Daniel; Denden, Mouna; Farrell, Orna; Farrow, Robert; Bozkurt, Aras; Amiel, Tel; McGreal, Rory; López-Serrano, Aída; Wiley, David – International Journal of Educational Technology in Higher Education, 2023
While several studies have investigated the various effects of open educational resources (OER) and open educational practices (OEP), few have focused on its connection to learning achievement. The related scientific literature is divided about the effects of OER and OEP with regards to their contribution to learning achievement. To address this…
Descriptors: Open Educational Resources, Open Education, Academic Achievement, Meta Analysis
Fariba Nosrati; Timothy Burns; Yuan Gao; Cherie Sherman – Information Systems Education Journal, 2025
The purpose of this study is to investigate the current state of graduate level business analytics education in the United States. The goal of this research is twofold. The first goal is to understand how higher education institutions are addressing the growing demand for analysts and data-savvy managers in the job market. To achieve this aim, the…
Descriptors: Graduate Students, Data Analysis, Statistics Education, Labor Needs
Zhenjiao Chen; Miao Liu; Ruoxin Zhou – British Journal of Educational Technology, 2025
High dropout rates and low pass rates are prevalent problems encountered by online learning platforms, which greatly hinder the development of online education. Drawing upon the theory of attention allocation, this study aimed to investigate the factors influencing the effectiveness of Massive Open Online Courses (MOOCs), as well as the potential…
Descriptors: MOOCs, Instructional Effectiveness, Foreign Countries, Educational Quality
Elizabeth A. Sanders; Molly H. Goldstein; Justin L. Hess – International Journal of Technology and Design Education, 2024
Engineers contribute to large-scale socio-technical challenges, and human-centered design offers a design thinking approach that helps engineers develop a thorough understanding of the socio-technical effects of their design work. Thus, effective strategies for assessing and teaching human-centered design are needed. This study aimed to identify…
Descriptors: Course Content, Human Factors Engineering, Student Experience, Instructional Design
Gi Woong Choi; Soo Hyeon Kim; Daeyeoul Lee; Jewoong Moon – TechTrends: Linking Research and Practice to Improve Learning, 2024
Recently, generative AI has been at the center of disruptive innovation in various settings, including educational sectors. This article investigates ChatGPT, which is one of the most prominent generative AI in the market, to explore its usefulness and potential for instructional design. Four researchers used a set of prompts to generate a course…
Descriptors: Artificial Intelligence, Instructional Design, Information Technology, Course Content
Kamilla Khamzina; Arnaud Stanczak; Célénie Brasselet; Caroline Desombre; Camille Legrain; Sandrine Rossi; Nicolas Guirimand; Federica Cilia – Educational Psychology Review, 2024
Inclusive education refers to an educational approach in which all students can learn and participate in the mainstream school system. The successful implementation of inclusive practices is strongly determined by teachers' attitudes toward inclusive education and teacher training is one of several factors influencing these attitudes. Given the…
Descriptors: Program Design, Preservice Teacher Education, Preservice Teachers, Inclusion
Huijuan Fu; Yangcai Xiao; Isaac Kofi Mensah; Rui Wang – Education and Information Technologies, 2024
The nation's explosive growth in Massive Open Online Courses (MOOCs) is likely to lead to low effectiveness of MOOCs, therefore, it is necessary to promote the high-quality and long-term development of MOOCs through understanding learner satisfaction. The present research adopted the Latent Dirichlet Allocation (LDA) to derive factors affecting…
Descriptors: Student Satisfaction, MOOCs, Computer Science Education, Curriculum Design
Alexis Danielle Bolick; Rafael Leonardo da Silva – TechTrends: Linking Research and Practice to Improve Learning, 2024
This article explores the potential impact of Artificial Intelligence (AI) tools on Instructional Design (ID) workflows and organizations from a systems thinking perspective (Meadows, 2008). We provide an in-depth analysis of how three AI tools, ChatGPT, Midjourney, and Descript, can enhance efficiency in instructional design content creation…
Descriptors: Artificial Intelligence, Instructional Design, Task Analysis, Ethics
Hoa-Huy Nguyen; Kien Do Trung; Loc Nguyen Duc; Long Dang Hoang; Phong Tran Ba; Viet Anh Nguyen – Education and Information Technologies, 2024
This article presents the results of an experiment in personalizing course content and learning activity model tailored for online courses based on students' learning styles. The main research objectives are to design and pilot a model to determine students' learning styles to create personalized online courses. The study also addressed an…
Descriptors: Models, Online Courses, Cognitive Style, Classification
Dmitrij Zatuchin – Discover Education, 2024
This study investigates the application of the SECI model of knowledge dimensions in the design and execution of educational courses in "Innovation and Digitization Management" and "Data-Based Decision Making" microdegrees, developed within the rapidly evolving educational landscape of 2023 and 2024. The research incorporates a…
Descriptors: Microcredentials, Course Content, Pattern Recognition, Correlation
Hellberg, Ann-Sofie – Journal of Pedagogical Research, 2023
This is the story of a course in higher education that, over a period of ten years, went from being one of the most popular courses, among both students and teachers, to becoming one of the more problematic. Students and teachers felt that the course had many problems that needed to be addressed. For the course round of 2022, the decision was…
Descriptors: Higher Education, Course Content, Instructional Design, Gamification
Victoria Woodard – Journal of Statistics and Data Science Education, 2023
In many collegiate level statistics courses, the focus of the learning outcomes is often on the analysis of data after it has been collected. Students are provided with clean data sets from previous studies to practice statistical analysis, but receive little to no application as to the amount of time and effort that goes in to collecting good…
Descriptors: Research Design, Data Collection, Statistics Education, Active Learning
Sarah Grigg; Matthew Verleger – Advances in Engineering Education, 2024
Background: The flipped classroom space lacks a clear design framework that describes the day-to-day structure and implementation of a flipped classroom experience in a way that can be reproduced and be meaningfully compared across contexts. The ILEARN framework aims to address part of this problem by more clearly defining how course content is…
Descriptors: College Freshmen, Flipped Classroom, Course Content, Curriculum Design