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Purpose: Limited research has examined the Sport Education instructional model and its use with high school athletic teams. The purpose of this study was to see if the model could be utilized as an effective approach to preparing and training youth golf athletes in a motivating way, specifically in the off-season. Method: Participants (N = 9) were placed on teams for a total of eight practice sessions. A mixed-method analysis via survey analysis of motivational basic needs, emotions, and competencies, and focus group interviews occurred. Results: Interviews revealed that the Sport Education format enhanced enjoyment and group connection. Survey data indicated that autonomy support from instructor, enjoyment, and all three motivational needs (i.e., competence, relatedness, autonomy) trended upward. Shame, anger, and anxiety trended down. Discussion/Conclusion: The Sport Education model provides a unique opportunity for coaches to create a learning environment that is friendly, fun, and supportive of player development. [ABSTRACT FROM AUTHOR]

This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study’s findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN’s online programmes, fostering student engagement and critical thinking. [ABSTRACT FROM AUTHOR]

Although scientific inquiry with simulations may enhance learning, learners often face challenges creating high demand for self-regulation due to an abundance of information in simulations and supplementary instructional texts. In this research, participants engaged in simulation-based inquiry about principles of electric circuits supplemented by domain-specific expository text provided on-demand. They received just-in-time inquiry prompts for inquiry behaviors, guidance to self-explain electrical principles, both, or neither. We examined how these interventions influenced participants' access of text information and achievement. Undergraduates (N = 80) were randomly assigned to one of four groups: (1) inquiry prompts and principle-based self-explanation (SE) guidance, (2) inquiry prompts without principle-based SE guidance, (3) principle-based SE guidance without inquiry prompts, or (4) control. Just-in-time inquiry prompts facilitated learning rules. However, there was no main effect of principle-based self-explanation guidance nor an interaction involving both interventions. Effects of just-in-time inquiry prompts were moderated by prior knowledge. Although principle-based self-explanation guidance promoted re-examination of text-based domain information, reading time did not affect posttest scores. These findings have important implications for instructional design of computer-based adaptive guidance in simulation-based inquiry learning. [ABSTRACT FROM AUTHOR]

The Lancet Global Independent Commission has called for a systems-based approach to health professions education. They emphasised the acquisition of collaborative skills, critical reasoning and ethical conduct to prepare students for interprofessional collaborative practice (IPCP). Interprofessional education (IPE) has been put forward as a promising strategy. However, despite the global efforts to incorporate IPE in health professions education curricula, the evidence for a positive impact on IPCP is still inconclusive. This may be related to the misalignment between competency-driven IPE programs that focus on end-stage professional competence and the non-linear development of students' competence that is necessary for the dynamical nature of IPCP. Therefore, we argue that health professions education, and IPE in particular, needs to incorporate these dynamical processes including social and organization sensitivity. We present a conceptual framework that integrates the Cultural-Historical Theory, the principles of dialectical thinking and the concept of metastable attunement. While dialectical thinking is the ability to perceive the complexity of a dynamic reality that is in a state of constant transition, metastable attunement refers to the consequent adjustment to it. The subsequent instructional design employs a dialectical approach to teaching and learning, based on mediating activities and dialectical inquiry. To reach the full potential of this approach, the mediating activities should ensure a continuum of learning across the curriculum. In addition, faculty development needs to focus on the principles of dialectical inquiry as a pedagogy to optimally guide students. Further research into the extent to which healthcare professionals and students think dialectically may inform improvements to the proposed instructional design, the structure of the learning continuum and the essential requirements for faculty development. [ABSTRACT FROM AUTHOR]

The objective of this research was to evaluate the Scientific Research Project Design Workshop (TDPIC), aimed at the teaching staff of the Tecnológico Nacional de México (TECNM), and focused on the Research Design Canvas model for the design of research projects. This case study is intrinsic, with a quantitative methodology of descriptive and explanatory scope. The workshop was conducted with an instructional design following the ADDIE model in a virtual learning environment (VLE), and considered a sample of 17 teachers who attended the workshop, belonging to five TECNM technology centres. At the end of the workshop, a survey was applied to the participants in order to measure their satisfaction with the digital resources used, the achievement of significant learning and the understanding of the method explained; this evaluation was positive, as the teachers indicated a high degree of satisfaction in the different dimensions of the workshop. It is concluded that the TDPIC was relevant and favoured the training process of the participating teachers. [ABSTRACT FROM AUTHOR]

Research on cognitive load theory has historically focused on identifying the processes and strategies that enhance learning outcomes. Less attention has been given to the ways in which cognitive load may interact with the motivational and emotional aspects of learning. The aim of the present study is to examine the extent to which experienced cognitive load directly impacts self-efficacy during course-based instruction, after controlling for learning. In Study 1, results showed that within-time measurements of undergraduate students (n = 390) revealed a strong negative association between reported cognitive load and self-efficacy. However, across-time measurements revealed a positive relationship in which higher load predicted increased self-efficacy at later time points. Study 2 (n = 281) showed similar results using a different measure of cognitive load. Findings point to increases in self-efficacy being a consequence of the cognitive load imposed by instruction, rather than a precursor of the decision to invest mental effort. Furthermore, the differential relationships between cognitive load and self-efficacy within and across time highlight different types of motivational costs associated with invested mental effort as perceived by students. As a result, within and across time impacts of cognitive load offer both an enhanced understanding of cognition–motivation interactions and a potentially new approach to empirically differentiating between and quantifying intrinsic and extraneous load types. Educational Impact and Implications Statement: Cognition and motivation have traditionally been examined separately with little attention paid to how the cognitive processing of information itself may influence motivational beliefs. This study uses cognitive load theory to analyze the ways in which mental effort shapes concurrent and subsequent self-efficacy. Findings indicate that effort allocated to content difficulty positively predicts self-efficacy across time, and effort allocated to other factors such as unhelpful features of instruction and instructional materials negatively predicts concurrent self-efficacy. These results suggest that effort allocation due to instructional features has an important role to play on learners' motivation, independent of how much they learn, so instructional design decisions are important to consider even when they do not seem to directly impact learning outcomes. [ABSTRACT FROM AUTHOR]

Assessment for Learning (AfL) is complex requiring teacher competences for collecting, analysing and interpreting evidence of student progress, and for adapting instruction and learning accordingly. In this study, the four-component instructional design (4C/ID) model for complex learning was used to design a teacher professional development (TPD) programme for developing teachers' AfL competences. The evaluation of the implementation of the program showed that teachers were positive about the relevance and usability of the program, and about the AfL knowledge, skills and attitudes gained. This study yields important lessons about how to support teachers in learning to apply AfL in their classrooms. The study shows that the 4C/ID model can provide the learning-psychological basis for the design of TPD programmes for the acquisition of complex teacher skills, that require the integration of skills, knowledge and attitudes. [ABSTRACT FROM AUTHOR]

Writing is central to PhD work, though often a source of challenge, given the dissertation is the basis for the award of the degree. Universities may offer writing workshops, but these frequently take a remedial, skills-based approach: writing as something to fix rather than a developmental life-learning process of gaining confidence and fluency as a writer. In this study, we report the design of an eight-month writing program premised on a developmental approach and the longitudinal assessment of participants' journeys. Participants incorporated many elements of the developmental approach, including goal setting and review, metacognitive talk about their writing, valuing others' perspectives, and viewing writing challenges as shared. Most, but not all, developed a broader understanding of learning to write as an exploratory learning process. Finally, the data collection and analysis structure proved productive, not just for the inquiry, but also formatively during the program – both for the participants and facilitators. [ABSTRACT FROM AUTHOR]

In the past decade, Computational Thinking (CT) education has received growing attention from researchers. Although many reviews have provided synthesized information on CT teaching and learning, few have paid particular attention to collaborative learning (CL) strategies. CL has been widely implemented in CT classes and has become the most popular pedagogy among educators. Therefore, a systematic review of CL in CT classes would provide practical guidance on teaching strategies to enhance CT interventions and improve the quality of teaching and learning, ultimately benefiting students' CT skills development. To address this gap, this study examined 43 empirical studies that have applied CL strategies, ranging from 2006 to 2022. Several findings were revealed in the analysis. First, a wide range of theories and frameworks were applied to inform research questions, pedagogical design, and research methodologies. Second, despite the acknowledged importance of group composition in effective CL, a large number of studies did not provide details on how the students were grouped. Third, six types of CL activities and instructional designs have been identified in CT classrooms. The synthesized information provides valuable insights that can inform future research directions and guide the design and implementation of CL activities in future CT classes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To assist preservice elementary teachers in attaining scientific competence, knowledge, and understanding of interdisciplinary concepts, a teacher education model—the combined individual microteaching, modeled teaching, and inquiry-based team-teaching (CIMIT) model—was established, and its effectiveness was evaluated. A quasiexperimental design was adopted, and 57 preservice elementary teachers from 2 classes of a science education preparatory course were included in the analysis (30 in the experimental group and 27 in the control group). The 18-week course comprised 36 h of classes. Before and after the course, all participants completed pretests and posttests, respectively, that measured basic scientific competency and subject matter knowledge. Quantitative and qualitative data were also collected and analyzed. The instruction of the CIMIT group comprised 3 stages: individual microteaching, modeled demonstration inquiry–based teaching by an expert teacher, and inquiry-based team teaching. For the control group, the inquiry-based team-teaching stage was omitted. The results validated the effectiveness of the CIMIT model. First, the experimental group exhibited a significantly greater improvement in scientific competency and knowledge than did the control group. Second, after training, the experimental group's knowledge of interdisciplinary concepts increased for all seven interdisciplinary concepts. [ABSTRACT FROM AUTHOR]

The expectations within higher education to improve online STEM courses have continued to increase. The pressure to do so particularly pertains to the lower-level introductory courses that act as gatekeeping courses to various STEM-related majors. Rather than working alone to improve their courses, more instructors for these courses pair with the respective instructional designers at their institutions to refresh or revise, their online courses. This study examines the revisions of a two-part introduction-to-biology series of online courses with their respective online labs over the span of three years, and from a sampling of 905 students, compares the final scores from the courses and the labs between each iteration. Findings indicate that multiple iterations of a course have the potential to increase student outcomes and to decrease the student dropout rate over time. Additionally, purely online students can perform differently in response to course revisions in comparison to the online students who also enroll in non-online courses, implying that the needs of online-only students may differ from those who have a blended learning experience. [ABSTRACT FROM AUTHOR]

This study developed an Instructional Package for Teaching the Fundamentals of Classical Ballet. This study followed the Research and Development (R&D) Design in developing the instructional package for teaching the fundamentals of classical ballet. The quasi-experimental research design was also used to determine the effectiveness of the development of the instructional package in teaching the fundamentals of ballet. The study was conducted in Tupi National High School during the Third Quarter of School Year 2018-2019. The instructional package was evaluated in terms of its content, instructional quality, and technical quality. After it was evaluated, the instructional package was implemented to determine its effectiveness. Five and two information technology experts evaluated the instructional video using the evaluation tool. Two classes were utilized and designated as the control group and the experimental group to determine the effectiveness of the instructional package. The evaluation results of the instructional package revealed its excellent content, instructional, and technical quality. The study's findings also revealed that the instructional package is an effective tool for teaching the fundamentals of classical ballet. The results indicated that the instructional package is a more effective tool. It is recommended that teachers use the instructional package to teach the fundamentals of classical ballet because it enhances students' learning performance. [ABSTRACT FROM AUTHOR]

AbstractThis essay was invited upon the receipt of the American Psychological Association Division 15’s Career Achievement Award for Distinguished Psychological Contributions to Education in 2021. I propose that modern education should prepare students to continue learning so they can adapt to changing times, circumstances, and knowledge bases. A key step in adaptation is recognizing that there is something new. I review evidence from three sets of previous studies that show traditional instruction succeeds in helping students complete routine tasks but falls well short of preparing students to learn from new information and adapt it to novel situations. I try to understand these results from three levels of analysis: The overarching goals of instruction; the psychological assumptions underlying the instruction; and the in situ demands and natural responses of classroom learners. Given these analyses, I motivate four instructional design principles that emphasize helping students innovate new ideas and solutions, which in turn, leads them to focus on new information and prepares them to adapt and learn from future situations. [ABSTRACT FROM AUTHOR]

AbstractAlthough higher education institutions offer self-paced massive open online courses (MOOCs) on platforms like edX, little systematic effort has been made to examine their instructional design features. The purpose of this study was, therefore, to review self-paced MOOCs on edX and examine their instructional design features for those interested in designing and offering them: A total of 40 MOOCs representing engineering, computer science, communications, and business and management were randomly chosen for analysis. The instructional design features of the MOOCs have been organized in terms of course structure and elements of course information, as well as types of instructional videos, assessments, and online discussion boards. Issues regarding current instructional design features are also discussed. [ABSTRACT FROM AUTHOR]

This study aimed to find out the extent of mainstreaming of indigenous people practices to instructional materials and the learning style of IP learners in Division of Quezon. It utilized the qualitative method using questionnaire. The researcher conceptualized each item in the questionnaire according to research questions in order to get the best possible answers needed in this study. The process before the mainstreaming of indigenous people practices to instructional materials and the learning style was that, the it was carefully observed by the respondents and established through systematic planning in which every step taken was carefully done. The findings of this study revealed that Indigenous people's practices are mainstreamed into the Indigenous Peoples Education (IPED) curriculum regarding family, Health, Nutrition, Sanitation, and Hygiene has a verbal interpretation of 'To a Less Mainstreamed. The study found out that there is a significant relationship between the extent to which indigenous people's practices are mainstreamed into the IPED curriculum and the learning style of indigenous people in the Division of Quezon is partially rejected. [ABSTRACT FROM AUTHOR]

This article focuses on the practical implementation of Universal Design for Learning (UDL) in an online computer science course, articulating the collaborative efforts between the instructional designer (the first author) and the faculty member to redesign the course using UDL principles. Specific instances of redesigned learning modules and artifacts in adherence to UDL principles and results and insights gained from the implementation are reported. The article concludes with recommendations for higher education faculty and instructional designers to consider when applying UDL in their online courses. [ABSTRACT FROM AUTHOR]

The concept of thriving in post-secondary education has largely been studied in the context of academic advising and student support services, with limited research that links thriving to pedagogical practices. This paper presents a conceptual model created using an integrative literature review to illustrate how instructional choices made during the design and teaching phases of online courses may impact students' academic thriving. The Instructional Design for Academic Thriving (IDAT) model, nested within the Community of Inquiry (COI) framework for online learning, supports online course design practices that emphasize student wellbeing and allow students to not just succeed but thrive academically. [ABSTRACT FROM AUTHOR]

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor's beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor's purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor's gestures (beat gesture vs. no gesture) would improve learning performance. The results showed that the instructor's use of beat gestures increased learners' accuracy and reduced reaction time on an L2 learning performance test. In Experiment 2, using a between-participants design, we tested the assumption that the benefits of beat gestures in L2 vocabulary learning are in part due to reductions in cognitive load while learning. This assumption was supported by both a self-report measurement of cognitive load and electroencephalogram (EEG) data showing lower theta power and lower alpha power when the instructor used beat gestures. The results of this study have applied value for designing effective instructional videos on the topic of L2 vocabulary learning. [ABSTRACT FROM AUTHOR]

We present an undergraduate instructional laboratory experiment that introduces students to the most well-known van der Waals material, graphene. Like all van der Waals materials, graphene is a crystal that can be peeled into layers, in some cases, down to atomic thicknesses. In this experiment, students first fabricate a sample consisting of few-layer graphene flakes atop of a silicon wafer substrate using the mechanical exfoliation method. The students then use a microscope setup to acquire images of the sample under white-light and LED illumination. These images are analyzed to produce optical contrast values (a measure of the reflectance of the graphene flakes) as a function of illumination wavelength. A theoretical model for optical contrast is developed based on thin-film interference and the resulting theory and experiment are compared, yielding a value for the graphene flake's thickness. This experiment is designed for advanced instructional laboratory and upper level optics courses. It may also be simplified into a qualitative introductory physics laboratory, demonstration, or outreach workshop activity. Editor's Note: An experiment that introduces students to ultrathin graphene is presented. In this experiment, students fabricate a sample consisting of few-layer graphene flakes atop of a silicon wafer substrate using the mechanical exfoliation method and then use a microscope to acquire images of the sample under white-light and LED illumination. The images are analyzed to produce optical contrast values (a measure of the reflectance of the graphene flakes) as a function of illumination wavelength and these experimental values are compared to a theoretical model for optical contrast based on thin-film interference, yielding a value for the graphene flake's layer thickness. This experiment is designed for advanced instructional laboratory and upper level optics courses. It may also be simplified into a qualitative introductory physics laboratory, demonstration, or outreach workshop activity. [ABSTRACT FROM AUTHOR]

Interest in research on mathematical argumentation is increasing, leading to growth in the field. However, empirical research on mathematical argumentation in higher education presents challenges in organising a comprehensive overview due to its diversity and variety of underlying themes and tasks. Therefore, the aim of this study is to provide a systematic review of studies that focus on mathematical argumentation in higher education. We conducted a systematic literature review with the guiding questions: "What are the characteristics of tasks used for mathematical argumentation?" and "What themes are being explored in studies on mathematical argumentation in higher education?" The results of this review indicate a strong correlation among mathematical argumentation in higher education, mathematical proof tasks, and instructional design. Additionally, empirical studies conducted between 1995 and 2023 have identified four primary research themes encompassing student abilities, collaboration, designing and teaching, and assessment. Our analysis offers a detailed examination and appraisal of each of these themes and associated tasks, in conjunction with current trends, facilitating a more organized understanding of this multifaceted research discipline. [ABSTRACT FROM AUTHOR]

The purpose of this exploratory research study was to examine the roles instructional designers (IDs) play in the integration of generative Artificial Intelligence (GenAI) into their higher education institutions, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs’ use and integration of GenAI. Our analysis resulted in three primary themes related to IDs’ integration of GenAI in online and blended education: (a) the use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; and (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes was IDs’ conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes and discuss the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs. [ABSTRACT FROM AUTHOR]

The emergence of Generative Artificial Intelligence (GAI) has caused significant disruption to the traditional educational teaching ecosystem. GAI possesses remarkable capabilities in generating human-like text and boasts an extensive knowledge repository, thereby paving the way for potential collaboration with humans. However, current research on collaborating with GAI within the educational context remains insufficient and the methods are relatively limited. This study aims to utilize methods such as Lag Sequential Analysis (LSA) and Epistemic Network Analysis (ENA) to unveil the "black box" of the human-machine collaborative process. In this research, 22 students engaged in collaborative tasks with GAI to refine instructional design schemes within an authentic classroom setting. The results show that the participants significantly improved the quality of instructional design. Leveraging the improvement demonstrated in students' instructional design performance, we categorized them into high- and low-performance groups. Through the analysis of learning behavior, it was observed that the high-performance group adhered to a structured GAI content application framework: "generate → monitor → apply → evaluate." Moreover, they adeptly employed communication strategies emphasizing exercising cognitive agency and actively cultivating a collaborative environment. The conclusions drawn from this research may serve as a reference for a series of practical applications in human-machine collaboration and provide directions for subsequent studies. [ABSTRACT FROM AUTHOR]

Addressing cognitive disparities has become a paramount concern in computational thinking (CT) education. The intricate and nuanced relationships between CT and cognitive variations emphasize the needs to accommodate diverse cognitive profiles when fostering CT skills, recognizing that these cognitive functions can manifest as either strengths or limitations in different students. Consequently, understanding the connections between students' cognitive functions and CT skills assumes pivotal importance in the design of personalized instructional strategies for CT. Despite a general consideration of learning variability in CT education, empirical insights exploring the correlation between cognitive skills and CT competencies remain notably scarce. This study endeavors to bridge this research gap by investigating the links between executive functions and CT skills, as well as the associations between their sub-dimensions. The results reveal a statistically significant correlation coefficient of 0.452 between these two domains, underscoring the notable connection between executive functions and CT abilities. Furthermore, the sub-dimensional analysis offers a comprehensive understanding of how specific executive functions uniquely contribute to certain CT skills. In light of these findings, this research offers a promising pathway for the development of tailored CT education programs that can cater to the unique needs of each individual, ultimately facilitating inclusive CT programs and making significant contributions to broaden STEM education and future workforce. [ABSTRACT FROM AUTHOR]

Critical thinking is a foundational skill essential to achieving the goals of postgraduate orthodontic education. Thoughtful instructional design and formative assessment experiences are crucial in fostering the development of critical thinking among residents. This involves purposeful, self-regulatory judgment, encompassing interpretation, analysis, evaluation, and inference. According to the American Philosophical Association Delphi Consensus, the ideal critical thinker is inquisitive, well-informed, and open-minded. However, current postgraduate educational frameworks lack explicit critical thinking objectives. By creating a learning environment that challenges residents to analyze, evaluate, and synthesize information, educators can effectively cultivate these skills. The collaborative efforts of educators and residents are vital in this developmental process, with both parties acting as collaborators in the teaching and learning of critical thinking. Critical thinking in orthodontics is not only developed during residency but is also a lifelong skill. It begins during the training tenure and, with continued practice, helps transform novice residents into expert orthodontists. This lifelong journey ensures that orthodontists remain adept at making sound clinical judgments, addressing complex patient's needs, and staying abreast of advancements in their field. Ultimately, the emphasis on critical thinking equips residents with the ability to provide optimal patient care and adapt to the evolving landscape of orthodontic practice. By fostering an environment that challenges assumptions and encourages reflective practice, educators can empower future orthodontists to provide optimal patient care and adapt to the evolving landscape of orthodontics. [ABSTRACT FROM AUTHOR]

This is a design case of the development, implementation, and evaluation of an online course for nursing educators at a large southeastern college. The course teaches best practices for organizing online instruction with a focus on the Quality Matters standards. Implementation with a small group of instructors resulted in positive responses that caused the graduate faculty to make the unprecedented unanimous decision to implement a template based on the course's content and design. Results of the evaluation are covered in detail and a discussion of the benefits and challenges of template use is offered. [ABSTRACT FROM AUTHOR]

This pilot study investigated how perspectives of preservice speech-language pathologists (SLPs) may change after completion of a graduate course in literacy in a Communication Sciences and Disorders (CSD) program. Further, the study sought to reflect upon course design and instructional delivery practices related to the class. Data was collected via online survey completed by 21 volunteer CSD graduate students. The results suggested that students' perspectives may evolve over the course of a semester-long CSD literacy class in some areas related to the components of reading, misconceptions about literacy, and the social justice implications of access to quality reading programs. Using active learning strategies and embedding content about viewing reading as a social justice issue appeared to add value to the classroom experience. This study aims to add to the body of literature to suggest that deliberately planned and consciously designed literacy coursework that focuses on preservice SLPs may be an effective way to promote change in their perspectives with the ultimate goal of increasing inservice school-based SLPs' engagement with literacy in the children they serve. [ABSTRACT FROM AUTHOR]

Copyright of Trakya Journal of Education is the property of Trakya Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to examine the scope of the field of instructional design and technology, along with the working area (desk) of the expert in this field, in the context of the effects of the pandemic. The study is a bibliographic mapping research. The data set includes bibliographic records of 2.397 scientific texts retrieved from the WOS Core Collection within the time range of 2017-2022 using search terms instructional design or instructional designer. Co-occurrence analyses encompassing author keywords were conducted on the data. As a result, maps and related outputs were obtained that reveal the concepts that the field focused on before and after the pandemic, as well as the relationships between these. Additionally, attempts were made to identify emerging concepts for both periods based on the outputs. According to the results, there has been a significant expansion in the concepts falling within the scope of instructional design and technology, and consequently in the roles and responsibilities of designers, in conjunction with the 2020s and the Covid-19 pandemic. Design concepts and variables, context, human factors, and research methodology are enriched within this expansion. This enrichment shifts the design process from a micro perspective focusing on learning environment and environmental variables to a macro perspective that emphasizes instructors, educational institutions, and culture. Within this perspective, while the weight of real instructional problems increases, the emphasis on theory, approach, and models significantly decreases. [ABSTRACT FROM AUTHOR]

We have two goals in this paper: (1) To present an iteration of an instructional protocol in mathematics designed to simultaneously promote the mathematical reasoning and learning of the mathematics register by multilingual learners (MLs) and (2) to analyse empirical data to provide evidence of the viability of the instructional protocol for MLs. Using social-constructivism as our theoretical framework, we demonstrate how the ‘Discursive Mathematics Protocol’ (DMP) builds on Pólya’s problem-solving heuristic by integrating research-based ‘language practices’ and ‘essential teaching practices’. To address the paper’s second aim, we analyse videotapes and student work from two problem-solving lessons to examine the interplay of the language practices and essential teaching practices found in the DMP and how this interplay supports students to develop their mathematical reasoning, while learning the mathematics register. This study contributes to an emerging research field that considers the interplay among instructional design principles, language and students’ mathematical learning. This research is also an important contribution to the literature for practical reasons; it demonstrates that instruction promoting language acquisition and mathematical reasoning can be integrated during problem-solving lessons and benefits MLs. [ABSTRACT FROM AUTHOR]

AbstractPurposeMethodsResultsConclusionsJustice, equity, diversity, inclusion (JEDI), and anti-oppression (AO) concepts are necessary in healthcare settings to promote culturally safe and high-quality care; however, entry-level healthcare program curricula (EHPPC) may lack adequate integration and/or delivery of these concepts. The primary aim of this scoping review is to identify what guidelines, frameworks, and models (GFMs) are used, and how they are used, to develop and deliver JEDI, and AO concepts in mandatory EHPPC.A search of Ovid MEDLINE, Ovid EMBASE, and CINAHL was conducted for studies published in English from 2015 onwards that discuss what GFMs are included in mandatory EHPPC and how they guide the development and/or delivery of JEDI and/or AO concepts. Data from the included studies was collated into themes which were presented in tables and figures and described in narrative summaries.Sixty-one studies from various healthcare programs including medicine, nursing, pharmacy, dentistry, and dietetics were included in this review. Data from the studies were organized into eight categories: GFMs, concepts, methods of evaluation, length and frequency of sessions, modes of delivery, learning activities, and training of curricular developers and facilitators.GFMs are used in a variety of ways to integrate JEDI and/or AO concepts into health professional curriculum. Variability in the training of developers and facilitators of curricular concepts also exists. Future research is needed to determine if consistent or variable GFMs, as well as JEDI and/or AO developer and facilitator training, would be more effective for students’ learning of these concepts. [ABSTRACT FROM AUTHOR]

ABSTRACT It is of paramount importance that children are equipped with the requisite digital parenting skills to protect them from the risks and threats that they may encounter in the digital environment while also enabling them to seize the opportunities that the digital realm presents. Mobile recommendation systems (MRS) represent a significant intervention for the development of digital parenting competencies among adults. Nevertheless, there is no evidence in the literature of any attempt to develop the system. The objective of this study is to examine the process of developing an MRS for parents' digital parenting skills and to evaluate the effectiveness of the developed system through a pilot study. The study employed the developmental research Type 1 model. The study was structured in three stages: the design of the MRS, the development of the recommendation system (RS) and the pilot study. In order to facilitate the development of the MRS, three distinct working groups were established. The research yielded several key findings. Primarily, it established the theoretical foundation of the MRS, delineated the design principles to be considered in system design and elucidated their application in the system. Additionally, it identified the essential components and functions that should be incorporated into the system. In light of the expert opinions on compliance with andragogical principles, it was observed that the consideration of environmental factors emerged as a prominent theme. It was observed that the experts assigned the highest suitability scores to fault tolerance, low physical effort and an instructional environment in the system design. The system was found to be effective in terms of redundancy, sound and picture quality for all content titles and multimedia principles. The findings of this study indicate that the MRS may be an effective tool for fostering digital parenting skills. However, further research is necessary to develop age‐appropriate measures and to assess the long‐term impact of the system. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions Given the current technological advancements and the growing need for remote education, multimedia learning has become more popular among teachers and students. Therefore, the creation of multimedia teaching programmes that can improve learning outcomes has become increasingly important. However, there is a lack of research on whether incorporating visual cues into instructors' emotional designs is more effective than using only one approach.Based on the cognitive‐affective theory of learning with media and the cognitive affective model of e‐learning, this study aimed to explore how instructor's voice enthusiasm and visual cueing affect students' multimedia learning experience and learning outcomes.A 2 (instructor's voice enthusiasm: high vs. low) × 2 (visual cueing: visual cues vs. no cues) between‐subjects design was used, college students unfamiliar with immunomodulation learned about this subject in a video lesson. Then, they then took a retention test and completed the learning experience scales.The results indicated that both the instructor's vocal enthusiasm and visual cueing independently have a positive impact on learners' retention test scores. However, if present simultaneously, their positive effects are not cumulative. Specifically, when visual cueing was provided, the instructor's voice enthusiasm did not significantly affect the retention test. Without visual cueing, the instructor's high voice enthusiasm positively impacts the retention test. In addition, the learning experience mediated between the instructor's voice enthusiasm and retention test. These findings offer insights into enhancing the efficacy of multimedia learning by foregrounding instructors' emotional engagement and refining the design of instructional content cues. [ABSTRACT FROM AUTHOR]

Although video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the opportunity to review these questions at the beginning of in-class sessions, affected student learning processes and outcomes. Seventy university students from two naturally constituted classes participated in the quasi-experimental study. The experiment adopted a pre-test/post-test, between-subjects design and lasted for six weeks, with the same instructional content for the experimental and control groups. Students' age, sex, pre-experiment motivation, prior knowledge, and perceived knowledge were controlled for in the study. The results indicate that the educational intervention significantly strengthened learning performance, likely due to the increased regularity of engagement with pre-class materials. The intervention did not influence student satisfaction with the pre-class videos or the video viewing duration. Overall, the findings suggest that instructors should consider embedding questions in pre-class videos and reviewing them at the beginning of in-class sessions to facilitate student learning in video-based flipped classrooms. [ABSTRACT FROM AUTHOR]

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Data-based decision-making is a well-established field of research in education. In particular, the potential of data use for addressing heterogeneous learning needs is emphasized. With data collected during the learning process of students, teachers gain insight into the performance, strengths, and weaknesses of their students and are potentially able to adjust their teaching accordingly. Digital media are becoming increasingly important for the use of learning data. Students can use digital learning platforms to work on exercises and receive direct feedback, while teachers gain data on the students' learning processes. Although both data-based decision-making and the use of digital media in schools are already widely studied, there is little evidence on the combination of the two issues. This systematic review aims to answer to what extent the connection between data-based decision-making and the use of digital learning platforms has already been researched in terms of using digital learning data for further instructional design. The analysis of n = 11 studies revealed that the use of data from digital learning platforms for instructional design has so far been researched exploratively. Nevertheless, we gained initial insights into which digital learning platforms teachers use, which data they can obtain from them, and how they further use these data. [ABSTRACT FROM AUTHOR]

As our learners become more diverse, online learning environments must shift to be inclusive of learners with differing backgrounds, experiences, cultures, and perspectives. With this increased complexity of our learners, educators and instructional designers face a call to action to consider such variability to promote an inclusive and equitable learning environment. Adopting traditional instructional design models is insufficient, as they were informed mostly by research excluding marginalized groups. In this essay, we: (1) unpack the ADDIE process; (2) suggest considering learner variability when designing an online course in order to be relevant and effective for the full diversity of learners, and (3) introduce the Learner Variability Navigator as a critical-questioning tool to understand how learners' variability contributes to learning, support diverse learners, and pursue inclusive instructional design. [ABSTRACT FROM AUTHOR]

The Attention, Relevance, Confidence, and Satisfaction (ARCS) model provides a basis for integrating motivational dynamics and technological affordances into the design and implementation of instructions to maintain learner motivation and interest. Little attention has been paid to this potential in teaching the complex and often demotivating skill of second/foreign-language (L2) writing. This study examined synergistic effects of ARCS-flipped teaching on Iranian English-as-a-foreign-language (EFL) learners' expository-writing performance and motivation. Participants were 59 EFL learners in two intact classes who were assigned to two groups. In the experimental group, the ARCS model was integrated into the flipped writing course. Hybrid Edmodo plus face-to-face learning spaces were used to implement ARCS strategies alongside the instruction. In the control setting, the model was implemented in the face-to-face writing course. A data-triangulation approach, comprising writing tasks, the Course Interest Survey, and semi-structured interviews was adopted. ANCOVA results showed that the ARCS-flipped group outperformed the face-to-face group in their writing performance. Furthermore, the motivational-technological synergy led to more increased learner motivation. Learners' retrospective perceptions revealed that the flipped features of flexibility, learner-centeredness, relaxed environment, interactivity seamlessness, and collaboration appealed to the learners' varied time-space preferences, which, in turn, stimulated their motivation, learning engagement, and writing performance. [ABSTRACT FROM AUTHOR]

This study investigates the claim that drama and arts, when used as instructional tools, can contribute to more effective learning among students. Guided by an instructional design framework, the study explores how drama and arts function as a medium for classroom instruction to facilitate effective learning. Employing a descriptive qualitative research design, the study seeks to understand the experiences of Grade 9 learners at Balibago Integrated High School in Santa Rosa, Laguna, regarding the use of drama and arts in the classroom. Through analysis of learner experiences, the study identifies specific factors that make drama and arts effective instructional tools, fostering a more engaging and lively learning environment. The findings suggest that drama and arts can be valuable tools for educators seeking to enhance student learning. [ABSTRACT FROM AUTHOR]

This study explores how receiving identical information from different sources affects learning and cognitive load, focusing on two types of redundancy: modal redundancy, where redundant information comes from two visual sources (images and written text), and codal redundancy, where redundant information comes from two sources of different modalities which utilize the same symbol system (spoken and written text). Using a 2 × 2 between-subjects design involving modal (yes/no) and codal (yes/no) redundancy, 158 participants completed twenty learning tasks, consisting of ten construction and ten recall tasks. Additionally, they rated their cognitive load by indicating their perceived task difficulty and mental load. Overall, results indicate positive main effects of modal redundancy and negative effects of codal redundancy on learning and cognitive load. Furthermore, significant interaction effects suggest that modal redundancy may counterbalance the negative effects of codal redundancy, implying a compensatory mechanism in cognitive processing for construction tasks. These results highlight the importance of considering both modal and codal redundancy and their interaction in instructional design. [ABSTRACT FROM AUTHOR]

This study assessed the acceptance and satisfaction levels of Grade Six learners in Sierra Bullones District, Sierra Bullones, Bohol, during the School Year 2023-2024, focusing on video-based learning materials. The research aimed to craft an enhanced lesson guide based on the findings. Specifically, it aimed to evaluate the learners' acceptance of video-based materials and measure their satisfaction levels, while also exploring the correlations between perceived usefulness, perceived ease of use, behavioral intention to use, actual usage, and satisfaction. The study employed a descriptive-correlational method, using a quantitative descriptive survey and an adapted questionnaire based on previous studies. Data were collected from Grade 6 learners across five elementary schools in Zone 2 of Sierra Bullones, Bohol, using a structured ten-day data-gathering process. Analysis included weighted mean calculations and Pearson Product Moment Coefficient of Correlation to interpret the findings. Results indicated high levels of acceptance and satisfaction among learners with video-based learning materials, underscoring their perceived usefulness and ease of use. Significant positive correlations were found between these factors and satisfaction, highlighting the materials' impact on learning outcomes. The study's findings support the Technological Acceptance Model, emphasizing the importance of designing and implementing effective instructional materials to enhance educational practices and learner satisfaction. Recommendations include continual improvement of materials, educator training, further research on acceptance factors, and exploration of instructional design elements to optimize learner learning experiences. [ABSTRACT FROM AUTHOR]

Gateway science courses are an ongoing obstacle to recruitment into STEM fields (Science, Technology, Engineering, and Mathematics). Students come into courses that have a high cognitive load, which makes success in the course challenging. Instructional design can be used to reduce cognitive load. The findings demonstrate that leveraging pre- and post-lecture quizzes has the capacity to reduce cognitive load. Over three semesters, assessed 164 students were assessed while taking SCB201 (General Biology I). Students in the participant and control groups were given surveys to gauge the experiment's effectiveness. These surveys were given at the beginning, midterm, and end of the semester. The surveys collected student feedback concerning attendance habits, reading for knowledge, and course difficulty each semester. The participant group findings showed favorable increases in attendance and reading for knowledge. Additionally, students in the participant group found the quizzes helped them to better understand core concepts as the semester progressed. It was determined that these quizzes helped focus learning by causing a decrease in cognitive load for students. This methodology has universal application to any type of course needing to reduce cognitive load. [ABSTRACT FROM AUTHOR]

Background: Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing "just in time" support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, 'learning intervention' refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to 'training methods' as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. Methods: We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. Results: Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. Conclusion: This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusion When watching educational online videos, learners need to determine whether the videos' contents are suitable for learning. Whereas this may induce metacognitive monitoring processes, it may also distract learners from the learning materials.In the current set of experiments, we investigated whether asking participants to rate the suitability of three educational videos to impart knowledge (both experiments) and enabling participants to pause the video (Experiment 2) affects learning.Experiment 1 was conducted in the laboratory with a sample of university students. Participants were randomly assigned to one of two experimental conditions (rating task vs. viewing task). Experiment 2 was conducted online. Participants were randomly assigned to one of four conditions resulting from the two factors task (rating task vs. viewing task) and pause button (available vs. not available).In Experiment 1, we observed detrimental effects of the rating task on learning outcomes, but more accurate judgements of learning. In Experiment 2, we did not find any effects of the rating task on learning outcomes and the accuracy of the participants' judgements of learning. However, the inclusion of a pause button did result in more accurate judgements of learning. Further, exploratory analyses revealed that older participants reported higher levels of intrinsic and germane cognitive load than the younger participants. This increased effort only translated into better learning outcomes in the condition in that participants could pause the video. Thus, age is introduced as a potential boundary condition that should be investigated in instructional design research. [ABSTRACT FROM AUTHOR]

This research attempted to explore, based on the broaden–and–build theory of positive emotions, the relationships among high school teachers' savoring and instructional design imagination, and to verify the mediating effects of resilience and inspiration through action on the aforementioned relationships. Data were collected from 497 high school teachers in Taiwan. PLS-SEM was used to validate the research hypotheses. The results show that: (a) Savoring positively influences instructional design imagination; (b) Resilience has a complementary mediation effect on the relationship between savoring and instructional design imagination; (c) Inspiration through action has a complementary mediation effect on the relationship between savoring and instructional design imagination. Accordingly, this study bears important theoretical and practical implications for the professional development of teachers' instructional design imagination. [ABSTRACT FROM AUTHOR]

Considering the learning style of learners is as significant as the course content being taught in educational institutions. Education based on student-preferred learning styles strives to provide learning methods as well as educational content appropriate for the students. Focusing on preferred learning styles in curriculum designing and academic activities can enhance its effectiveness. The purpose of the current research was to explore the preferences of university students concerning general preferences of learning styles, gender, and discipline differences. The sample consisted of 495 students (44% were females and 55% were male students) of age range 18 to 26 years enrolled under five major faculties from different universities in Pakistan. Felder-Soloman Index of Learning Styles (ILS), a 44-item scale was administered for this purpose. This study addressed three key purposes: The first purpose was the investigation of the general profiles of university students regarding learning style. The second purpose was the exploration of the learning style differences regarding gender while the third purpose was the examination of differences in students' learning styles regarding various disciplines. The statistical practices of average, t-test, ANOVA along with Tukey tests were employed for analyzing data. The preferred learning style of more than half of the students in the present study were sensing, verbal, global, and active learners. Students Learning Styles if grouped according to gender shows higher frequency of male students in Visual-verbal, Active- Reflective, Sequential-Global learning styles. Frequency of female students was higher compared to male in Sensing-Intuitive learning style. Overall result revealed significant differences among university students regarding gender. Results also indicated that the students scored differently in learning styles concerning disciplines in the four ILS scales. This study highlights significant differences in learning styles among university students based on gender and academic discipline. Educators should consider these differences when designing instructional strategies to ensure they are inclusive and effective for all students. Future research should explore these learning style variations in different educational contexts and investigate additional factors influencing learning preferences. [ABSTRACT FROM AUTHOR]

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research. [ABSTRACT FROM AUTHOR]