Browsing by Author "Johnson, Alicia Leinaala"
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- Assessing Visual Literacy: A Review and An AttemptLi, Mingyu (Virginia Tech, 2021-07-23)This dissertation was driven by a lack of evidence substantiating the current state of visual literacy knowledge and skills of instructional design professionals and the continuing call for visual literacy assessment research. The project has contributed two manuscripts that examine the existing visual literacy assessment research and document an attempt at designing and developing an evidence-based visual literacy assessment product. The first manuscript, a comprehensive literature review, offers insights into how visual literacy has been assessed over the years and the challenges associated with establishing a research agenda for visual literacy assessment as revealed by current research and practice. The second manuscript, adopting the design and development research methodology, aims to design and develop a product that instructional designers can use to assess or diagnose the strengths and weaknesses in their knowledge regarding a fundamental vocabulary of visual literacy.
- Comparison and Contrast of Undergraduate and Graduate IDT Course Syllabi across CountriesYang, 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 StudyOfori, 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 Practicing Professionals Teaching Continuing Professional Development in Online EnvironmentsArnold, 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.
- Creation of a Support Tool for the Needs Assessment Process: A Design and Development StudyTrotman, 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 RecordingsRadke, 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.
- The Design and Development of Guidelines for Interactive Course OrganizersAlmunive, 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 ObjectsOkoth, 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.
- Developing Guidelines for Using Video to Teach Procedural Skills in an Online Learning Environment Based on Gagné's Nine Events of InstructionMukuni, Kizito K. (Virginia Tech, 2020-07-07)The growth of online learning has provided opportunities for skills otherwise taught traditionally in a face-to-face learning environment to be taught in an online learning environment. Procedural skills, which have traditionally been taught in a face-to-face environment, can also be taught in an online learning environment using various delivery modes including virtual reality, augmented reality, simulations and videos. However, producing materials using some of these delivery modes could be expensive and might require advanced skills. However, video could be cost effective and might not require advanced skills based on the video produced. This study seeks to produce guidelines for using video to teach procedural skills in an online learning environment based on Gagné's Nine Events of Instruction (Gagné, 1975). To accomplish this goal, this study employed a design and development research methodology. The guidelines produced will assist instructors and course developers intending to use video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975). A systematic literature review was used to create the initial guidelines which were distributed to expert reviewers. Expert reviewers provided feedback which was used to revise the guidelines for using video to teach procedural skills based on Gagné's Nine Events of Instruction (Gagné, 1975).
- Development of an Instructional Design Framework to Guide the Design of Multi-Modal Learning EnvironmentsMcGowin, 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.
- Ensuring Virtual Success: Graduate Preparation to Teach Online in the K-12 ContextLockee, 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.
- Exploration of Factors Affecting the Self-Efficacy of Asynchronous Online Learners: a Mixed Methods StudyJohnson, Alicia Leinaala (Virginia Tech, 2017-04-25)This study explored former and current graduate and undergraduate online students' self-efficacy perceptions for asynchronous online coursework. Self-efficacy is described as a person's judgment of his or her ability to successfully complete a learning or performance task (Bandura, 1997). Using an exploratory sequential mixed methods approach, this study explored the research question in three phases: 1) Conducted interviews and analyzed transcripts of 11 current and previous asynchronous online learners; 2) Created and enlisted the expert review of a survey instrument developed from the interview data analysis; and 3) Collected and analyzed survey responses from current and previous asynchronous online learners. The findings from this research show, based on 215 participant responses, several factors present or absent in asynchronous online learning experiences have positive, negative or no effects on perceived self-efficacy to complete online course requirements. Findings, limitations, practical implications and future research ideas are discussed in Chapter Six of this document.
- An Exploratory Study of Effects of Lecture's Acoustic Features on L1 Chinese Listeners' Listening Comprehension of Online L2 English LecturesHuang, Jingjing (Virginia Tech, 2021-06-09)This study explored the effects of lecture speech rate and duration on L1 Chinese listeners' listening comprehension of online L2 English lectures on free-recall and cued-recall questions. There are many factors that may affect a Chinese listener's listening comprehension of online English lectures. The current study focused specifically on the effects of speech rate and duration, and explored the possibility of identifying tools that listeners might use to control these factors during online lectures in order to achieve better learning experiences. Using an exploratory quasi-experimental approach, this study explored the research questions in three phases: 1) An initial quasi-experiment was conducted via Qualtrics and applied as a pilot study; 2) The quasi-experiment was revised, with a new link sent out to potential participants from both the United States and China; and 3) Quasi-experiment responses were collected and analyzed. Based on 28 participant responses, the findings from the current study suggest that the interaction between speech rate and duration impacted L1 Chinese listener's comprehension of online L2 English lectures. The findings also suggest that study participants' responses on various types of questions were affected differently by the speech rate and duration of the lectures.
- Factors to Consider for Implementing Blended Learning in Saudi Higher Education Institutions: An Integrative Literature ReviewAlsobhi, Rania Masoud M. (Virginia Tech, 2021-06-22)Blended/hybrid learning, a combination of face to face and online learning to deliver instruction, is growing in popularity at institutions of higher education, and may lead to many benefits for students, faculty, and administrators. However, the implementation of blended learning (BL) is a complex process. Although the move towards BL adoption is generally accepted by faculty, questions still remain when it comes to adopting and implementing standards across institutions. Given this problem, this integrative literature review was conducted to identify possible factors that impact the process of implementing BL smoothly and successfully at higher education institutions. The purpose of this study was to identify related institutional factors from empirical studies published from 2000 to 2020. Findings from this study may offer institutions a guide to effectively create, execute, and assess BL programs and courses. The study provides recommendations that may be impactful for decision-makers at Saudi higher education institutions.
- Framework to Facilitate Metacognitive Strategy Development in Computer-mediated Instruction: A Design and Development StudyZhang, Qing (Virginia Tech, 2019-12-06)This study develops a computer-based interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It adopts Type II design and development research approach to create a comprehensive and generalizable instructional design framework. The framework was composed by synthesizing research and practical literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designers, instructors, and other key stakeholders could follow the guidelines proposed in this framework to create metacognitive-based ill-structured problem-solving instruction using e-Learning authoring tools. On one hand, this study bridges the gap between theory and practice; on the other hand, it adds to literature in media research with focusing on utilizing various media types to create effective learning materials.
- Guidelines for Informed Instructional Strategy Selection in Online Higher Education: A Design and Development ResearchAlghamdi, Bushra Abdulkarim (Virginia Tech, 2024-04-25)The demand for online education has significantly increased in recent years, prompting many educational institutions to consider its continued adoption in many ways. However, some faculty members have encountered challenges in teaching online due to a lack of adequate training and guidance on effective online teaching practices. This study aims to provide evidence-based guidance for higher education instructors in selecting effective instructional strategies in online learning environments. It employs design and development research methodology to create instructional strategy selection guidelines for online courses in higher education. The guidelines, rooted in pedagogical approaches, are designed to assist faculty in selecting appropriate instructional strategies for online learning. They comprehensively outline the various instructional strategies and the factors influencing the decision-making process for selecting instructional strategies in online learning environments. The study makes contributions to research and content development by providing strategy selection guidelines for quality online education.
- Instructional Design and Technology Through the Years: A Bibliometric Analysis of Educational Technology Research and Development (ETRandD) JournalAdeneye, Gabriel Oluwatosin (Virginia Tech, 2024-05-02)From flickering films to microlearning in 4K, the field known as Instructional Design and Technology (IDT) today has a long history, marked by constant evolution since the 1920s. The field has been thrust into the spotlight by the COVID-19 pandemic. This bibliometric analysis examines research articles from the Educational Technology Research and Development (ETRandD) journal spanning 1957 to 2023. The study addresses the challenges posed by the influx of new IDT professionals from diverse backgrounds, as well as the opportunity presented by the occasion of the centennial celebration of the Association for Educational Communications and Technology (AECT), the key professional organization in the field. Data for this study was primarily obtained from the Web of Science, supplemented by SCOPUS and Dimensions. The analysis utilized Biblioshiny to evaluate the journal's performance and impact, identifying influential works and authors. Additionally, VOSviewer was employed to map the scientific landscape, tracing the evolution of research themes and the collaborative networks among authors, institutions, and countries. While the analysis navigates through the limitations inherent in focusing on a single journal, majorly employing a specific dataset, and adhering to an English-only corpus, it successfully illuminates the core tendencies and transformative shifts within IDT. The findings emphasize the field's enduring commitment to leveraging technological advancements within a theoretically grounded framework to enhance learning outcomes. As the field continues to evolve in response to new entrants from diverse backgrounds, emerging technologies and shifting learners' contexts, this study provides a useful reference point for future research.
- The Instructional Design of Worked Examples to Promote Computational Thinking Skills in Well-structured Programming Problems: An integrative ReviewAlmutairy, Ghadah Fayez (Virginia Tech, 2023-01-11)Educators in the current era face more pressure to meet learners' growing digital age learning needs, which may require fostering more vital computational thinking skills. To ensure the desired learning outcomes are attained, it is critical to know how to provide the appropriate type of guidance and assistance. The findings of this research may be significant to computer science instructors and instructional designers interested in fostering computational thinking skills and improving programming skills by designing effective worked examples. Following the integrative review methodology, the study examined the current literature on worked examples in a programming setting to determine the compelling designs of worked examples. In addition, this study examined the most employed instructional design principles in developing effective worked examples and explored factors and circumstances that may have impacted the effectiveness of those designs. This study's findings indicated several successful designs of worked examples to promote computational thinking skills in programming problems
- An Integrative Review of the Conceptualization and Assessment of the Learner Flow Experience in the Digital Game-Based Learning Environment between 2011 and 2021Stidham, Sharon Flynn (Virginia Tech, 2022-03-31)The impact of the learner flow experience (LFE) on learning outcomes has been studied for over four decades in a variety of formal and informal instructional settings, including the digital game-based learning (DGBL) environment. Since 2011, the examination of the LFE and its impact on learning outcomes has expanded to computer science-related disciplines, as well as other research communities. During this expansion, an increase in the number and definitions of terms related to the LFE has occurred. Likewise, the number of assessment tools used to capture evidence of the flow experience in learners playing DGBLs has increased. This integrative review examined 66 peer-reviewed articles published between 2011 and 2021, which reported the results of empirical studies seeking to identify and measure the learner experience of flow during DGBL gameplay. More specifically, this study sought to understand how the LFE and its dimensions were conceptualized and assessed in those articles. To do this, the relevant data was extracted from the articles, and, via iterative processes of analyses, the information related to the conceptualization and assessment of the LFE during DGBL game play was identified, analyzed, and organized. The study's findings demonstrated that the number of terms used to describe the LFE dimensions increased during the time period studied, and that there is seemingly little consensus with regard to the conceptualization of the terms or their use in the assessment instruments applied. However, this study also revealed that these terms and the methods by which they were assessed may be examined within the theoretical structure defined by Csikszentmihalyi in 1990, in which he codified nine dimensions to explain the flow experience. These dimensions are: (1) balance of skills and challenge; (2) clear goals; (3) swift, unambiguous feedback; (4) merging of action and awareness; (5) concentration on the task at hand; (6) sense of control; (7) distorted sense of time; (8) loss of ego; and (9) autotelic experience. Organizing the research question findings within this structure enabled the identification of themes of and synonyms for the nine flow dimensions with the addition of the construct flow experience. To encourage future researchers' ability to interpret, compare, and contrast studies of the experience of the LFE during gameplay in the DGBL learning environment, a set of researcher guides was developed following an iterative process of comparisons and analysis across the research questions' findings. These guides present a description of each of the flow dimensions, associated key words and/or key phrases, synonyms for the dimension, and statements or questions used to solicit information from learners regarding their experience of each of the flow dimensions, organized by theorist. The goal for these researcher guides is that they will be used as references for future studies of the impact of flow on learning outcomes for DGBL players through providing a common vocabulary and set of assessment items. They also may help encourage and enhance collaboration between instructional designers and DGBL game designers in creating effective DGBLs that increase learning or user engagement and enjoyment through the fostering of conditions that enable the LFE phenomenon.
- Leveraging Uncertainty: A Framework for Argumentation in Socioscientific Ill-Structured Problem SolvingClark, Rebecca Michelle (Virginia Tech, 2023-04-28)As the nature of work significantly transforms over the next several decades, engineering students today will play a major role in building and developing society. Both industry and academia position critical thinking skills and problem-solving abilities as central to the growing needs of developed and developing societies. Consequently, engineers will be paid in the future to solve complex problems. ABET (2021) standards indicate these ill-structured problems or complex engineering problems involve multiple factors outside of standard building codes or equations. Complex or socioscientific problems have no obvious solution pathway, multiple perspectives, and require a well-reasoned and argued solution. Thus, ill-structured problems emerge from situated and societal contexts in which various aspects of the context or problem space are undefined, unspecified, uncertain, or as Chen et al. (2019) describe, 'fuzzy'. Novice learners struggle with the inherent uncertainty embedded at all stages of the problem-solving process. Students need opportunities to grapple with the challenges of real-world problems, including the inherent uncertainties associated with them. In problem-solving situations learners often reject or avoid uncertainty and associated feelings of discomfort because traditional education provides few opportunities to confront these uncertainties in problem solving. Evidence suggests uncertainty becomes a productive or constructive experience when learners are forced to express, contend, grapple with, argue, and negotiate how and what they know with others. Thus, generation of uncertainty, or productive uncertainty, in problem-solving situations facilitates management of ambiguity and complexity through argumentation to, in turn, foster well-informed, confidently argued and supported solutions. The purpose of this study was to develop a framework to guide designers/instructors to facilitate learning using argumentation as a pedagogical tool to manage uncertainty.