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…

This article explores the epistemological trade-offs that practical and technology design fields make by exploring past philosophical discussions of design, practitioner research, and pragmatism. It argues that as technologists apply Artificial Intelligence (AI) and machine learning (ML) to more domains, the technology brings this same set of…

Despite the growing attention on the use of online scaffolding to enhance argumentation skills, there has not been a comprehensive review conducted in this specific area. There is a lack of understanding of both the current state of online scaffolding for acquiring argumentation skills and the specific research gaps that exist. This article…

The study aims to probe the roles of learning desire and persistence in influencing Gen Z learners' continuance intention of using YouTube for learning in digital learning context. Building upon prior research, a research framework with 10 hypotheses was proposed and empirically tested by using Partial Least Squares Structure Equation Modelling…

With the challenges of a global pandemic, political and social unrest, and the consequences these issues bring, there is a universal call for empathy as we attempt to maneuver through this tumultuous time. For instructional designers, this includes employing empathy and empathic design as they grapple with how to design instructional interventions…

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist…

The authors describe an instructional model of interdisciplinarity that aims to simultaneously develop undergraduate students' disciplinary knowledge and foster integrative skills. Two faculty members taught separate undergraduate courses in history and microbiology during which students came together at multiple points throughout the semester.…

This paper introduces two central questions (1) what are available methodologies for making claims about mathematical practice and (2) when and how do claims about mathematical practice influence mathematics instruction. To motivate these questions, we critically analyze the relationship between research into mathematicians' practice and the…

This research evaluates student attitudes and perceptions towards online learning at a local institution in Fiji using critical success factors (CSFs), (1) "student characteristics", (2) "teacher characteristics", (3) "learning environment and instructional design", and (4) "support." Data was collected…

This study utilizes a qualitative research design to investigate the design experiences of massive open online courses (MOOCs) instructors in South American academic institutions. It reveals that MOOC instructors are primarily motivated to teach MOOCs from their desire to make contributions to society (e.g., providing free and accessible MOOCs on…

Argumentation and metacognitive reflection are required for effective thinking and convincing argumentation in engineering co-design. This study investigated engineering students' argumentation and metacognitive reflection in their final group reports and their correlation with the quality of their work in co-design. The groups practiced and…

My dissertation examines undergraduates' online learning experiences during the COVID-19 pandemic through three distinct studies. The primary goal of my dissertation is to shed light on crucial aspects of social cognitive learning theories and learning experience design (LXD) applied in distance learning. These studies, using an LXD approach…

Educational beliefs influence teachers' designing teaching environment, teaching methods and techniques they apply in the classroom, the strategies they use in classroom management and the measurement-evaluation tools they prefer. In this regard, teachers' educational beliefs can be said to affect their curriculum design orientations. Curricula…

Multiple meta-analyses have now documented small positive effects of teacher professional development (PD) on pupil test scores. However, the field lacks any validated explanatory account of what differentiates more from less effective in-service training. As a result, researchers have little in the way of advice for those tasked with designing or…

The integration of Technological Pedagogical Content Knowledge (TPACK) into instructional design is pivotal for teachers. This intricate knowledge framework encompasses the interplay between technology, pedagogy, and subject matter, profoundly impacting the multifaceted aspects of student learning, encompassing knowledge acquisition, skill…