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Nicole Ferguson-Sams; Emily Howell; Rebecca Kaminski; Mihaela Gazioglu; Victoria Pennington – TESOL Journal, 2025
Acknowledging student perceptions of academic learning has been shown to increase the effectiveness of classroom instruction. However, existing research on multilingual learners (MLs) often focuses on their pedagogical and linguistic needs, overlooking their perceptions of literacy learning. This research, part of a large-scale, design-based…
Descriptors: Multilingualism, Faculty Development, Student Attitudes, Educational Attitudes
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Siyin Liang – Journal of Studies in International Education, 2024
Despite the growing attention of Canadian universities to curriculum development as part of their internationalization efforts, there is still a lack of understanding of what constitutes an internationalized formal curriculum from the perspectives of diverse community members. This exploratory, interpretive case study aims to contribute to the…
Descriptors: International Education, Inclusion, Curriculum Design, Foreign Students
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Xiuqiong Ren; Jiraporn Chano; Prasong Saihong – Higher Education Studies, 2025
This study integrates the TPACK framework into a Preschool Language Education course to examine its effects on pre-service preschool teachers' instructional design competence (IDC). The research aims to explore effective methods for IDC development and analyze its growth characteristics. Using an R&D methodology, this study employed an…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Courses, Preservice Teacher Education
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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
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Michael Holden; Amy Burns; Jonah Secreti; Angus Docherty – Teaching Education, 2024
Across jurisdictions, new and experienced teachers are expected to engage in ongoing professional learning that centers context, student learning, and teachers as adaptive instructional designers. The present study examines one such professional learning opportunity. From 2017 to 2020, a university teacher education program partnered with a school…
Descriptors: Design, Thinking Skills, Instructional Design, Communities of Practice
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Craig A. Chin – Advances in Engineering Education, 2025
Differentiated instruction (DI) is a teaching approach in which learning experiences are designed and adapted to meet students' diverse needs to facilitate student success. Advocates of this approach have implemented it in primarily K-12 learning environments with limited investigations into implementing it in college/engineering course…
Descriptors: Individualized Instruction, Readiness, Engineering Education, Learning Modules
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Suritno Fayanto; I Nyoman Sudana Degeng; Syaad Patmanthara; Saida Ulfa – Science Education International, 2024
Design-Based Learning and computational thinking (CT) are two key components that support each other specifically in the learning process involving the development of experimental design. Both components emphasize the importance of integration between computational thinking and design-based learning to support a creative, innovative and data…
Descriptors: Computation, Thinking Skills, Teacher Effectiveness, Courses
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Giulia Cosentino; Jacqueline Anton; Kshitij Sharma; Mirko Gelsomini; Michail Giannakos; Dor Abrahamson – British Journal of Educational Technology, 2025
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…
Descriptors: Artificial Intelligence, Learning Processes, Instructional Design, Design
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Cai, Qijie; Moallem, Mahnaz – TechTrends: Linking Research and Practice to Improve Learning, 2022
Merrill's first principles of instruction (FPI) are considered as fundamental principles for improving instructional effectiveness regardless of context, approach, or audience. However, very little research explores in detail the process of implementing FPI in course design. In this case study, we provide specific descriptions of how we applied…
Descriptors: Online Courses, Graduate Study, Educational Principles, Instructional Design
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Iftikhar, Naima; Crowther, Philip; Burton, Lindy Osborne – Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 2023
An understanding of the theoretical basis of the design learning process, and the resulting partnership between students and teachers in contemporary design studios, is required to optimise learning. Students' learning in the architecture design studio has been widely studied, however the specific activities of students and teachers, and the…
Descriptors: Foreign Countries, Undergraduate Students, Universities, Delphi Technique
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Anthony Wotring – TESL-EJ, 2025
The adoption of innovative pedagogy without clear guidance in adapting teaching approaches to English language teaching contexts has led to disconnects in meeting students' and teachers' classroom talk needs. One such innovation, the dialogic teaching approach, centres a principled conception of classroom talk to enhance pedagogical practice.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
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Wan-Chun Liao; Chien-Liang Lin; Shi-Jer Lou; Chih-Chao Chung – Innovations in Education and Teaching International, 2024
This study aimed to develop a maker spirit problem-based learning (PBL) innovation and entrepreneurship course and explore its impact on students' learning effectiveness. A mixed research method was adopted for this study, in which qualitative and quantitative data were collected for inductive analysis. The research subjects comprised 49 students…
Descriptors: Instructional Design, Entrepreneurship, Problem Based Learning, Course Descriptions
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Genç, Mehmet Ali; Özalp Hamarta, Hatice Kübra – Participatory Educational Research, 2022
In this study, a lesson model created and applied by the researcher for the distance teaching of the Art Education Basic Design course, which is one of the practice-based courses among higher education courses, is presented. It is aimed to evaluate the results of this proposed lesson model. The case study design was used in the study, which used…
Descriptors: Models, Art Education, Design, Distance Education
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Troy, Jesse D.; Granek, Josh; Samsa, Gregory P.; Pomann, Gina-Maria; Updike, Sharon; Grambow, Steven C.; Neely, Megan L. – Journal of Curriculum and Teaching, 2022
We describe an innovative, semester-long course in biology and communication skills for master's degree students in biostatistics. The primary goal of the course is to make the connection between biological science and statistics more explicit. The secondary goals are to teach oral and written communication skills in an appropriate context for…
Descriptors: Statistics, Biology, Communication Skills, Graduate Students
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Bruner, Justin; Affoo, Rebecca; Dietsch, Angela M. – Journal of Learning Spaces, 2022
The goal of this study was to contribute to research on active learning by addressing the problem of disentangling the effects of classroom architecture, student characteristics, and pedagogical design as they relate to student achievement. The study utilized a quasiexperimental design where data was collected on student perceptions of their…
Descriptors: Active Learning, Academic Achievement, Student Characteristics, Classroom Design
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