VTechWorks Repository :: Browsing by Author "Bond, Mark Aaron"

Browsing by Author "Bond, Mark Aaron"

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Building a tool for determining e-learning readiness in organizations: A design and development study
James-Springer, Cathy Daria (Virginia Tech, 2016-05-04)
E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness for e-learning. Comacchio and Scapolan (2004) found that bandwagon pressures such as fear of losing competitive advantage often drive e-learning adoption decisions. Many organizations use various types of analysis to determine instructional need but often at a course level. An e-learning readiness analysis tool will add to existing tools but focus on the workplace organization as the unit of study. The purpose of this design and development study is to create an analysis tool for determining e-learning readiness in organizations. Four existing e-learning readiness models, Aydin and Tasci (2005); Chapnick (2005); Borotis and Poulymenakou (2005) and Psycharis (2005), were used as a basis for identifying factors affecting e-learning readiness which informed the tool design. Using developmental research-based practices the tool was developed for use by practitioners. This study describes the design and development of the tool and the expert review used in the validation of the tool.
Comparison and Contrast of Undergraduate and Graduate IDT Course Syllabi across Countries
Yang, Zhenhuan (Virginia Tech, 2023-08-28)
The growing trend of internationalization in higher education underscores the importance of cross-national studies, particularly in the area of curricula, to facilitate learning and understanding among nations. This study examined undergraduate and graduate course syllabi from around the world to compare and contrast their components and subcomponents related to instructional design and technology. The aim was to identify major components and subcomponents and investigate their similarities and differences across continents. Additionally, the study explored the theories, principles, and concepts reflected in the syllabi and compared and contrasted them across the continents. The research analyzed 147 syllabi from 99 schools in 37 countries worldwide. The study identified eight major components that were present in the syllabi from all six continents, which include basic information, course information, course assessment, course resources, learning results, course schedule, course policies, and course expectations. The theories, principles, and concepts reflected in the syllabi included self-regulated learning, learner-centered pedagogy, universal design for learning, backward design, Bloom's taxonomy, and course objectives. However, the study also found significant differences in the specific components and subcomponents across continents. Therefore, when designing and creating a syllabus, it is essential to consider factors such as student readiness, instructor expertise, cultural practices, available resources, and educational policies, etc.
Considerations for Instructional Message Design in Mobile Learning: A Design and Development Study
Ofori, Eunice (Virginia Tech, 2018-12-03)
In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, and Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, and Narayan , 2017). Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, and Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014). The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers' feedback. The research methodology employed in the study is based on design and development research methodology (Richey and Klein, 2007). The study utilized Clark and Mayer's (2016) multimedia principles, Center for Universal Design's (1997) universal design for instruction (UDI) and mobile interface design best practices. Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones.
Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments
Bond, Mark Aaron (Virginia Tech, 2013-04-23)
Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product.
Constructing Guidelines for Practicing Professionals Teaching Continuing Professional Development in Online Environments
Arnold, Amy Joan (Virginia Tech, 2020-06-18)
Professionals called upon to design and deliver online professional development face unique challenges in fulfilling those roles when they may have little or no training experience within the online medium. Using research-based recommendations from the literature via a design and development methodology, this study operationalizes findings into Gilbert's (1978) Behavior Engineering Model to create guidelines for designing and delivering continuing professional development within the online medium. An expert review serves to validate and lead the revision process for the guidelines. This study describes the literature, guideline development, experts' reviews, and the validation of the guidelines.
Creating an Online Tool for Assessing the Readiness of Teacher Training Colleges in Developing Countries to Implement the UNESCO ICT Competency Framework for Teachers: A Design and Development Study
Ansong-Gyimah, Kwame (Virginia Tech, 2017-06-08)
Information and Communications Technology play prominent roles in all aspects of human life today. School curricula is continually being revised to take advantage of the opportunities that ICTs offer to improve teaching and learning. Using the tool development type of design and development research, this study translates the UNESCO ICT Competency Framework for Teachers (UNESCO ICT-CFT) into an online survey that is capable of detecting if computer labs of teacher training colleges in developing countries have the capability to be used to train teachers to exhibit the UNESCO ICT competencies. By employing design and development techniques of expert review and field tests, an online tool was developed that was able to provide feedback on the capability of selected computer labs to be used as centers for training teachers on the UNESCO ICT-CFT. This report provides a detailed account of the tool development process, including expert review and field tests.
Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia
Al Zahrani, Turki Saad (Virginia Tech, 2019-01-02)
The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
Creation of a Support Tool for the Needs Assessment Process: A Design and Development Study
Trotman, Carmalita (Virginia Tech, 2020-04-10)
Organizations in the private and public sector provide employee training for different reasons and cover a variety of subject and skill areas. In some cases, training is provided without implementing the complete instructional design process, omitting the needs assessment and analysis step, which can result in less than desired training outcomes. Research details challenges that private and public sector organizations encounter related to needs assessments, along with the benefits of assessing needs prior to the design of a training program. This development study and research supports these details. As a part of this research, a needs assessment tool was designed to assist instructional designers and training managers gather key information to better determine if training is needed and to identify the best means for moving through the instructional design process. An expert review of the needs assessment tool validated the tool and provided feedback for further development of the tool. This study presents the challenges and benefits of identifying needs, describes the development of a needs assessment tool, analyzes and summarizes expert review and feedback, and suggests potential revisions to the tool.
Design and Development of a Metadata-Driven Search Tool for use with Digital Recordings
Radke, Annemarie Katherine (Virginia Tech, 2019-06-19)
It is becoming more common for researchers to use existing recordings as a source for data rather than to generate new media for research. Prior to the examination of recordings, data must be extracted from the recordings and the recordings must be described with metadata to allow users to search for the recordings and to search information within the recordings. The purpose of this small-scale study was to develop a web based search tool that will permit a comprehensive search of spoken information within a collection of existing digital recordings archived in an open-access digital repository. The study is significant to the field of instructional design and technology (IDT) as the digital recordings used in this study are interviews, which contain personal histories and insight from leaders and scholars who have influenced and advanced the field of IDT. This study explored and used design and development research methods for the development of a search tool for use with digital video interviews. The study applied speech recognition technology, tool prototypes, usability testing, expert review, and the skills of a program developer. Results from the study determined that the produced tool provided a more comprehensive and flexible search for users to locate content from within AECT Legends and Legacies Project video interviews.
Design and Development of a Performance Support Tool for the Digital Curation of Non-Textual Learning Objects
Ervine, Michelle D. (Virginia Tech, 2016-05-05)
As more artifacts are created in a digital format, there is a need to have metadata associated with the artifacts to increase the chance for resource discovery by others. This is especially the case with non-textual artifacts. Once these artifacts have descriptive metadata associated with them, they have the potential to become learning objects which can be used by others in their own teaching and research. This study explored the design and development of a performance support tool to create descriptive metadata by users that are most familiar with the non-textual learning objects, yet may not have an understanding of the various metadata schemas and standards required by other institutional/knowledge repositories and search engines. In order to create such a tool, certain features need to be included in order for users to create appropriate metadata. The tool needs to have Unicode character support in order metadata entry, display and searching. Research found that characteristics such as controlled vocabularies, tooltips, validation rules, and having a relevant image on the same screen as the metadata form help users to create appropriate and accurate metadata; yet, no existing tool was found that contained all of these features to assist faculty in describing their non-textual learning objects. These characteristics were operationalized in the design and development of the performance support tool. Findings from the evaluation of the tool indicate that the owner of the learning objects was able to create a customized, non-standard metadata form that users were then able to use to create appropriate and accurate descriptive metadata.
The Design and Development of Guidelines for Interactive Course Organizers
Almunive, Wejdan Ahmed (Virginia Tech, 2020-04-17)
An Interactive Course Organizer (ICO) is an artifact that contains text and visual representation of a traditional course syllabus, it integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to show the sequencing and organization of major course topics while offering the user an actively controlled progression of the amount of course information covered. The goal of this research was to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.
Design and Development of Metadata Management Tool for Learning Objects
Okoth, David O. (Virginia Tech, 2019-12-13)
Learning objects (LO) reuse is one topical area in instructional design that is gaining popularity in the education economy. It hinges on high hopes and promises to transform how learning occurs in the information age. This study attempted to identify and interrogate the core characteristics of reusable learning objects and conceptualize them as innovations in the curriculum development process. The goal was to synthesize existing knowledge on learning objects, weave streams of literature and research to focus on core arising issues, and then develop an instructional design tool that can help learners easily and effectively find reusable learning objects. The learning objects could be categorized and deconstructed to the levels of their instructional design transformations with regard to macro and micro-level reusability. The researcher used combinatorial developmental research with integrative literature review methodologies to design and develop a metadata management tool. This study involved an in depth review of literature on learning objects, reusable learning objects and their associated metadata management schemes through the integrative literature review approach. Results and data from the integrative literature review were then utilized to design and develop a tool addressing meta-tagging schemes, metadata management, search, and access of learning objects. The researcher identified characteristics of learning objects within the reuse process and discussed best practices, reuse procedures and modeling, based on the analysis of existing cases such as the Open-Knowledge-Initiative (OKI) projects to aid in the tool development. Integrative analysis running concurrently with the development process allowed for rigorous identification and alignment of key factors in the learning objects reuse universe. If fully developed, the metadata management tool could contribute to effective metadata management for learning objects often reused by learning designers, deliverers, and consumers.
Determining Factors and Challenges Influencing Faculty Members to Adopt Online Teaching at Multiple Saudi Arabia Universities
Alduwairej, Monerah Abdulrahman (Virginia Tech, 2023-03-14)
With the spread of synchronous and asynchronous online teaching tools, it has become necessary to identify factors and challenges influencing faculty member adoption of online teaching into teaching practice at Saudi universities. The parallel convergent mixed method was used as the methodology for this study and was conducted in three Saudi universities; Imam Abdulrahman bin Faisal University, King Faisal University, and University of Bisha. The total number of responses from the study instrument was about 124; Imam Abdulrahman bin Faisal University 49, King Faisal University 41, and the University of Bisha 34. The theoretical framework for this study was the Decomposed Theory of Planned Behavior (DTPB) modal. The collection of quantitative and qualitative data as convergent parallel mixed methods was in one phase and concurrently included close-ended and open-ended questions. The data were separately analyzed quantitative and qualitative. The questionnaire instrument was constructed in four parts: (1) faculty demographic information, (2) technologies faculty use most with online teaching, (3) the use of online teaching and learning tools, and (4) utilization of online tools. The first and second sections of the survey instrument were focused on faculty demographics such as gender, age, academic rank, teaching experiences, department or college, nationality, type of contract, and years of experience teaching online courses. Additional information about faculty's most used technologies (such as possession of personal home technology tools, provision of a university office computer, connection to the Internet at a university, and connection to the Internet at home) for online teaching were also collected. Items pertaining to faculty perceptions of challenges associated with using online teaching tools in their teaching practice were also included in the second section of the survey. A 5-point Likert-scale was used for participant responses with 5=Always, 4=Mostly, 3=Moderate, 2=Seldom, and 1=Never. The findings of faculty demographic information and the type of technologies faculty uses most with online teaching that the quantitative findings of the ANOVA for the first part of the analysis, there were no significant differences identified for gender, faculty members' academic rank and experience, nationality, and contract types in relation to the use of university-provided resources for online teaching tools. However, significant differences were found among faculty members based on age, university departments or colleges, and the experience levels of faculty members for using university-provided resources for online teaching tools. In the second part of the ANOVA analysis, which involved comparisons of the variables, there were no significant differences found based on faculty members' age, university, academic rank or experience level, or gender to use a personal digital resource at home. However, the findings from the ANOVA analysis indicated that there were significant differences found for faculty and using personal digital resources. Differences were found between the three different university contract types. Specifically, faculty with non-renewable contracts were found to use personal resources more than those with renewable contracts. Additionally, differences were also found based on nationality, in that Saudi faculty use significantly more personal resources. For the use of online teaching and learning tool's part based on Decomposed Theory of Planned Behavior (DTPB) modal to the attitude, subjective norms, and perceived behavioral control. The attitude findings of the qualitative faculty members indicated that their choices to engage with online teaching tools were greatly influenced by the perceived usefulness of online teaching during COVID-19. This was related to their flexible and interactive nature. Additionally, the quantitative findings showed that the perceived usefulness was significantly impacted by faculty attitudes toward using online tools in their teaching practices. The findings that qualitative findings from this study revealed the individual intentions of faculty in terms of selecting online and digital tools for online instruction that was based on their assessments of expected difficulty toward the outcomes of intended behavior. However, the quantitative findings indicated that peer influence, student influence, and superior influence were significant factors affecting faculty members' subjective norms. Finally, the quantitative findings of perceived behavioral control indicated the significance of facilitating conditions, technology, and resources as factors that affect faculty members' behavioral control over online teaching in this study. The qualitative result indicated that faculty members were engaged in online teaching positively despite the difficulties and challenges and perceived significant usefulness in utilizing various online and digital teaching tools.
Development and Evaluation of a Decision Support Tool to Incorporate Redundancy in the Development of Instructional Materials
Cox II, Larry Alenda (Virginia Tech, 2024-04-25)
Novice Instructional Designers (IDs) often struggle to perform at the same level as experts. Specialized knowledge and experience are needed to discover the challenges and device appropriate solutions. Scaffold, guides, and heuristics can help novice when needing to perform tasks that require specialized knowledge. One common instructional design task requiring specialized knowledge is the development of instructional materials. Instructional message design (IMD) is a problem solving process to improve the quality of instructional materials through the application of research based principles. As this process is often not covered in novice IDs training, they will encounter more issues while attempting to address the challenges that come with creating instructional materials. Using a developmental study, a decision support tool was created to assist novice IDs with applying IMD, specifically the redundancy principle due to its ability to improve the communication within the materials. This study describes the operationalization of the principle, the design and development of the tool, expert review and revisions made based on their feedback, and the implications from the development of such a tool.
Development of an Instructional Design Framework to Guide the Design of Multi-Modal Learning Environments
McGowin, Brooke Lynn Marton (Virginia Tech, 2022-01-27)
Although the instructional designer plays a role in the professional development of instructors in higher education, their perspectives are not explored as frequently compared to instructors and students in multi-modal research. Instructional designers need to keep up with the emerging technologies and changing educational landscape in order to equip instructors with the skills and knowledge they need to create meaningful learning experiences. One way to help instructional designers be able to help guide and support instructors is by creating guiding frameworks that help a designer think through the process and considerations when creating learning environments such as multi-modal. Using a design and development study, a guiding framework was constructed and operationalized using the design phase of the ADDIE model.
The Difference Between Emergency Remote Teaching and Online Learning
Hodges, Charles B.; Moore, Stephanie; Lockee, Barbara B.; Trust, Torrey; Bond, Mark Aaron (Educause, 2020-03-27)
Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching.
Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction
Nino, Miguel Alfonso (Virginia Tech, 2019-05-02)
The adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.
Ensuring Virtual Success: Graduate Preparation to Teach Online in the K-12 Context
Lockee, Barbara B.; Bond, Mark Aaron; Johnson, Alicia Leinaala (IGI Global, 2021)
Very few academic programs in pre-service teacher education include opportunities for current and future K-12 educators to develop the necessary skills to teach in an online setting. While limited research has been done related to the preparation of teachers for online instruction, the evidence-based best practices in the field of instructional design and technology can inform graduate curriculum development in this area. This chapter presents a current review of academic programming and trends related to preparing K-12 educators to be effective teachers in online and blended learning environments. Additionally, essential skills and knowledge for teaching online in the K-12 context will be explored and recommendations made for curricular planning to meet these necessary competencies.
An Examination of the Relationship Between Course Schedule Type and AP Exam Score
Mott, Brian T. (Virginia Tech, 2013-11-12)
Since the release of A Nation at Risk in 1983 student performance on a variety of high stakes tests have become increasingly important in educational settings. The results of this type of assessment are quantifiable, and are intended to indicate certain levels of academic performance and achievement. Advanced Placement (AP) Exams are one example of high stakes tests. With the rapid growth of Advanced Placement (AP) courses and the corresponding popularity of the AP Exams there is a need in the research to identify specific variables that may be influential to AP Exam score performance. Course schedule type, either in the 4⨉4 block or traditional yearlong format, has been examined as a variable that influences student AP Exam score performance. In some studies the implementation of a 4⨉4 block in place of a traditional yearlong course schedule type resulted in increased AP Exam score performance, while in other studies replacement of a traditional yearlong course schedule by a 4⨉4 block course schedule type resulted in decreased AP Exam score performance. The limitations in the existing research present a need for more controlled studies using multiple years of data to further examine the relationship between clearly identified course schedule types and AP Exam score performance. In response to the need, this research performed a controlled study and examined the relationship between three specific course schedule types and AP Exam performance over time. This study analyzed sample data using participants (N=428) from a single institution in a southeastern state in the United States enrolled in the same AP course subject, taught by the same instructor, and who completed the same subject AP Exam over multiple years (2008-2012).
Exploring the Professional Experiences of Saudi K-12 Teachers During the COVID-19 Pandemic
Alfaleh, Maha Amin (Virginia Tech, 2022-04-25)
At the beginning of the coronavirus pandemic (COVID-19) and with the closure of schools, the question of how to continue schooling became a major challenge in education systems (Kong, 2020). Emergency Remote Teaching and Learning (ERTL) has since become the only solution to continue the learning process. Moving instruction to ERTL is based on the assumption that virtual learning can be effective in K-12 settings during times of disaster. The purpose of this study was to explore Saudi teachers' experiences in leading ERTL in K-12 settings and employed a qualitative approach using semi-structured interviews. This study included six K-12 public schools in Saudi Arabia from different educational levels. Participants were asked to share their perspectives and experiences with ERTL through open-ended questions. The findings revealed the experiences of K-12 teachers during the quick transition to ERTL (redesign support, technological, pedagogical, and classroom management training), the changes that occurred in their practice (teaching and assessment strategies), the implementation of ERTL (challenges and other aspects), the impact of ERTL after the pandemic, and the lessons learned from the crisis. The results of this study suggest that a curse may be turned into a blessing by incorporating the experience of ERTL (using technology, lesson design, and online activities) into the school agenda on a regular basis. In doing so, teachers and students may develop important digital competencies and be better prepared for the next emergency. The implications of our findings and limitations are also discussed.

Browsing by Author "Bond, Mark Aaron"

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