Introduction: While prior research has delved into the emotional aspects of instructional design, it has not extensively examined whether integrating affective features specifically relevant to the theme of the learning materials is essential for enhancing learning effectiveness compared to incorporating general affective features. This study aims…

As higher education institutions increasingly expand their online course offerings, the role of instructional designers in enhancing instructional quality and effectiveness becomes critical. This study surveyed practicing instructional designers to explore the specific tasks they perform performed in higher education and identifies factors that…

Many previous studies have indicated that teachers often hold a blend of conceptions of teaching, combining both teacher-oriented and student-oriented perspectives. This research extends the existing literature by investigating whether these mixed conceptions lead to dissonant combinations, and by examining how teachers perceive and manage these…

Although online courses have been a part of academia for nearly 30 years, they are still perceived as "different" than face-to-face instruction. Through in-depth interviews with four instructors, we explored how STEM faculty approach teaching asynchronous online undergraduate STEM courses. The faculty interviewed for this study viewed…

Research shows that active-learning methods (e.g. discussion) are often superior to passive methods (e.g. lecture) with respect to learning outcomes. However, students sometimes report preferring and learning more in lecture-style classes compared to those in which they play an active role. These and related findings suggest students may lack…

This study aimed to systematically compile the activities and applications to be used by instructors to conduct synchronous virtual classrooms effectively. Using specific keywords in various databases we examined the literature to discover the activities and applications associated with effective synchronous virtual classrooms. A total of 70…

This study explored the effects of explicit and implicit epistemologically enhanced instructions probing 9th-grade students' personal epistemologies on their physics-related personal epistemology (PPE) and physics achievement in the heat and temperature unit. In the implicit epistemologically enhanced instruction (IEEI), different dimensions of…

Digitally enhanced teaching does not imply neglecting appropriate teaching strategies and approaches. There are assertions that negative learning outcomes obtained in blended learning could be a result of neglecting the use of an appropriate lesson planning framework, teaching strategies and approaches. Already, there are calls for the use of more…

Due to the continuous evolution of society's health needs, medical students must acquire Self-Directed Learning (SDL) skills. Researchers have increasingly focused on finding suitable designs for teaching students self-directed learning (SDL) skills. This study aimed to compare the effectiveness of disciplinary and interdisciplinary design methods…

The COVID-19 pandemic has led to an increase in the use of blended learning globally, but there is a lack of understanding of the various types of blended learning models. This literature review study focuses on the blended learning models and the rotation blended learning model. The study gathered data through document analysis and used content…

The pandemic has globally changed the landscape of the educational system in most countries of the world, including Ukraine. Their educational systems have faced massive challenges in distance learning implementation. However, in addition to the destructive impact of the pandemic, Ukraine has a more serious problem in the form of a full-scale…

Achieving knowledge integration for deep learning requires students to construct well-connected knowledge structures by understanding and applying the central ideas of a concept. However, research on student learning in work and mechanical energy reveals persistent challenges in grasping fundamental concepts, particularly in connecting the…

Scholarly efforts to identify core design features for effective teacher professional development have grown rapidly in the last 25 years. Many concise lists of design principles have emerged, most of which converge on a consensus of 5-7 presumably 'effective' features (e.g. collaborative tasks, active learning, focus on content). The…

Little research has examined specific instructional variables that influence the development and effectiveness of task-analysis instruction. We conducted two experiments using text-based task analyses to teach college students to create single-subject reversal design graphs. In Experiment 1, we tested the effects of presenting antecedent and…

Flexible learning addresses students' needs for more flexibility and autonomy in shaping their learning process, and is often realised through online technologies in a blended learning design. While higher education institutions are increasingly considering replacing classroom time and offering more blended learning, current research is limited…