2 research outputs found
Design of a Learner-Directed E-Learning Model
How can one create online educational material that support and motivate
students in guiding their own learning and make meaningful instructional
decisions? One of the main focuses on designing e-learning is about creating
an environment where learners can actively assume control and take
responsibility for their own learning with little or no guidance from the tutors.
This research aims to discover a new way to design learning that would cater
to individual choices and preferences. The idea goes beyond learner-centred
design; it is about learner control and direction. As an option, learners should
be able to choose to be in the driver’s seat, to direct their own learning
journey.
As a starting point, this research explores the use of two educational theories
- Experiential Learning Theory (ELT) and Self-Regulated Learning (SRL)
theory as the underpinning instructional design for a Learner-Directed Model
to support students’ online learning in both domain knowledge and meta
knowledge in the subject of computer programming.
One unit material from an online Introduction to Java Programming course
has been redesigned based on the proposed Learner-Directed Model for the
experimental design study. The study involved a total of 35 participants
divided randomly into one Experimental Group and one Control Group. They
were assigned to either a Learner-Directed Model (Experimental Group) or a
linear model (Control Group). Pre/post tests, survey, follow-up interview as
well as log file analysis were instruments used for assessing students’ domain
knowledge, meta knowledge and their attitudes for their overall learning
experience. Learning experience is further broken down into perceived ease
of use and user satisfaction; system usability; learner experience; and
perceived controllability. The results of the study have revealed that there is statistically significant
difference between the survey results for the Experimental Group and the
Control Group. The Experimental Group reported a higher level of overall
learning experience and better attitudes in general. However, there was no
statistically significant difference existing between the two groups on the
domain and meta level knowledge improvement. Based on these results, I
have proposed further research directions and put forward a number of
recommendations and suggestions on learner-directed e-learning design
Investigation into the effect of language on performance in a multimedia food studies application
An investigation into how performance in a multimedia learning application was related to the level of language support available is reported. Teachers from a College of Further Education, National Vocation Qualification (NVQ) level 2 catering students and Higher Education Diploma (HND) catering management students took part. After a language and subject pre-test, participants were randomly assigned to presentations of a multimedia catering course having either full, or no additional language support available. Immediately after completion, a post-test and two weeks later a re-test were taken. No significant difference between staff or HND users with different levels of language support was found. Significant differences were found for the NVQ users with difference language support. The results of this study are discussed in relation to language skills and the potential for the individual configuration of multimedia