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Direct linkLinder-VanBerschot, Jennifer A.; Summers, Laura L. – Quarterly Review of Distance Education, 2015
As we strive to provide quality and sustainable online learning experiences, we must frame instructional design decisions around learners' current needs and interaction with technology. This article explores the implications of technology transience on instructional design. We provide numerous examples of programs assuming a purposeful approach to…
Descriptors: Instructional Design, Technological Advancement, Influence of Technology, Learning Experience
Wade, Christine E.; Cameron, Bruce A.; Morgan, Kari; Williams, Karen C. – Quarterly Review of Distance Education, 2016
In order to better understand faculty perceptions of group work, a survey was deployed to online teaching instructors. Results suggest that most faculty find student socialization (e.g., being supportive, caring about each other), communication, reliability, and dependability important in the group process. However, very few faculty rated the…
Descriptors: Online Courses, Group Activities, Student Projects, Units of Study
Obilade, Titilola T.; Burton, John K. – Quarterly Review of Distance Education, 2015
This textual content analysis set out to determine the extent to which the theories, principles, and guidelines in 4 standard books of instructional design and technology were also addressed in 4 popular books on web design. The standard books on instructional design and the popular books on web design were chosen by experts in the fields. The…
Descriptors: Content Analysis, Instructional Design, Electronic Publishing, Textbook Content
Croxton, Rebecca A.; Chow, Anthony S. – Quarterly Review of Distance Education, 2015
This article presents a case study of how systems thinking and the instructional systems design ADDIE (analysis, design, development, implementation, and assessment) model were used to design and develop one of the first MOOCs at a mid-sized university in the southeastern United States. Contemporary issues surrounding MOOCs at both the macro…
Descriptors: Case Studies, Online Courses, Systems Approach, Instructional Systems
Hirumi, Atsusi – Quarterly Review of Distance Education, 2013
Advances in technology offer a vast array of opportunities for facilitating elearning. However, difficulties may arise if elearning research and design, including the use of emerging technologies, are based primarily on past practices, fads, or political agendas. This article describes refinements made to a framework for designing and sequencing…
Descriptors: Interaction, Electronic Learning, Design Preferences, Curriculum Design
Li, Sha; Leh, Amy; Fu, Yujian; Zhao, Xiang – Quarterly Review of Distance Education, 2009
This article describes an action research in a graduate educational technology class. The study employed the Online Top-Down Modeling Model (Li & Liu, 2005) as a case in which the students used the learning resources from the course website to perform various learning activities. The findings of this research identify the students' eight…
Descriptors: Electronic Learning, Action Research, Online Courses, Computer Assisted Instruction
Reisetter, Marcy; Boris, Greg – Quarterly Review of Distance Education, 2004
Online education holds great potential for rural states like South Dakota, which has been recognized for advances in distance education. To maximize the potential of online learning, design elements that students believe are needed for successful online learning experiences must be identified. In this study, we present the qualitative and…
Descriptors: Electronic Learning, Distance Education, Online Courses, Learning Experience
Kim, Minchi; Hannafin, Michael – Quarterly Review of Distance Education, 2004
The proliferation of online courses underscores the need to re-examine the foundations upon which courses are grounded. In particular, an emerging perspective in science education requires designers to account for scientific inquiry in student-centered science learning environments. With a focus on open-ended learning environments and grounded…
Descriptors: Electronic Learning, Online Courses, Science Education, Scientific Methodology
