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Students perceive molecular bonding as an abstract concept; therefore, learning this concept seems uninteresting and difficult. A strategically designed learning object (LO), such as in the form of a simulation, can be used to help students acquire accurate mental images and build appropriate schema in addition to providing a concrete learning experience and encouraging knowledge construction. This paper presents an evaluation of the design and development of the "Making Molecules" simulation through students' perceptions of the previous version and recommendations for improving a future version. Data were collected from two online chemistry courses (N = 159) through an anonymous online survey. Results suggest that students responded positively to the use of the simulation. They reported gaining a better understanding of molecular bonding through an interactive learning experience. One of their recommendations was to include more learning tasks related to complex molecules, expressing an interest in learning more about chemistry. This paper provides insights for educators and instructional designers regarding selection and/or design of an LO for optimizing student learning of complex topics.

Inquiry-based learning as an instructional approach has been popular amongst STEM (i.e. science, technology, engineering, mathematics) disciplines, but the practice specifically in engineering education deserves further exploration. Employing a case-study approach, the present study was aimed to explore POGIL (Process Oriented Guided Inquiry Learning) as an instructional strategy in an engineering course that included inquiry-based group activities. Using a questionnaire, students were then asked to report how they perceived their experience. The instructor's perception was garnered through an interview. Findings suggested that most students were in favour of the inquiry-based activities, but challenges in the implementation coexisted especially because it was conducted during the COVID-19 pandemic. Pedagogical recommendations were provided to shed light on future implementation.

Aim/Purpose: The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs. Background: This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity. Methodology: Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) technique, this systematic review cumulated 39 eligible studies published between 2008 to 2020. A set of eligibility criteria guided us in the article selection process, such as the use of LGVs as an assignment, educational settings, publication time frame, and empirical studies. We conducted further steps by searching the articles in major databases, screening, analyzing, and synthesizing the articles. Contribution: This study expands the literature regarding LGVs-related topics in both research and practical aspects. We have discovered research gaps, suggesting the directions of future studies. Additionally, we provide suggestions for practitioners interested in adopting LGVs. Findings: Findings reveal that the use of LGVs may result in reduced cognitive load, increased creativity, increased cross-curricular competencies, learner independence, and the ability to apply knowledge in a meaningful way. Recommendations for Practitioners: Most of the studies that we reviewed recommended strategies for implementing LGVs into a curriculum to optimize the benefits of LGVs: (1) articulating the learning objectives and aligning the LGV activities with the learning objectives emerges as an important strategy; (2) instructors may guide students to commence the LGV project early and stay organized with the tasks required to complete the project, as this type of guidance may help students overcome time-related challenges; and (3) providing several options for the students to create different designs or formats and select the type of media would promote their creativity. Recommendation for Researchers: Other scholars may consider exploring group differences in their learning performance by employing an experimental study (e.g., providing specific production rules versus not), including investigating the impact on the learning achievement. Future Research: Future studies may focus on investigating the impact on cognitive load when students produce LGVs with instructional guidance. Other important variables, such as self-confidence and self-efficacy, that may have played a role in the process of producing LGVs deserve further attention.

During the pandemic, instructional designers in higher education were busy helping the faculty members transition to remote teaching within a matter of days. However, urgent instructional design (ID) support was not uncommon before the pandemic, especially when supporting adjunct faculty members. After all, design constraints tend to exist in ID projects. This column article discusses an ID model called the layers-of-necessity model. The purpose of this article is to inspire ID practitioners, despite the design constraints, with ideas for supporting faculty in course design activities during pandemic and post-pandemic transition.