The effect of instructional design based on minimalism theory on learning and retention of students in higher education

The purpose of this study was to investigate the effect of the minimalism theory on learning and retention of learners in IT courses. Minimalist Theory consists of a basic framework that combines self-directed learning activities with technology, which emphasizes the importance of the real activities and experiences of learning. This theory supports the rapid achievement of real and practical goals at the beginning of education and emphasizes the importance of designing for identifying and correcting learning errors as a training principle. The research method was quasi-experimental with the control group. The participants included 40 undergraduate students in psychology who studied at the Allameh Tabataba'i University School of Psychology and Education in the academic year of 2017-18. Experimental and control group was selected from among the students in psychology. The experimental group trained on the basis of the minimalism theory, and the control group was trained in a traditional way. The pre-test and post-test was designed by the researcher. The reliability of each test was 0.90 and 0.88 respectively, which is greater than 0.05. The results showed that the scores of the experimental group, which were trained by the method based on the minimalism theory, were higher than the scores in the control group that were trained in the traditional way. Therefore, a method based on a minimalism theory in computer software training leads to increased learning and retention of learners

The effects of collaborative e-learning environment peer feedback and argumentation instruction on educational sciences’ argumentative writing and argumentative feedback quality

This study investigates the effects of collaborative e-learning environment supported by peer feedback and argumentative instruction on students’ argumentative writing, argumentative feedback and domain-specific knowledge acquisition in the field of educational sciences. The population of the study was all bachelor students of educational sciences at Kharazmi University in Karaj in which 36 students were randomly selected as a sample and were assigned to either experimental (with instruction) or control group (without instruction) in a pre- and posttest design. They were then divided over 18 dyads and were asked to write and argumentative essay, engage in argumentative peer feedback with their learning partner, and then revise their essay based on feedback they received. To do so, a collaborative e-learning environment was designed and developed. A coding scheme was developed based on research literature to measure both argumentative essay and argumentative peer feedback quality. The results favoured students in the experimental condition in terms of their argumentative essay writing, argumentative peer feedback quality, and the acquisition of domain-specific knowledge. Implications, limitations and suggestions for future research are discussed

Evaluating instructional design quality of Iranian MOOCs based on Merrill’s and Margaryan’s principles.

A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content

Pattern design for web-based tutoring based on attendance factor

تا به امروز آموزش مبتنی بر وب روند رو به رشدی را طی نموده است. تعداد بی‌شماری از دوره‌های آموزش مبتنی بر وب توسط مؤسسات آموزشی در سرتاسر دنیا ارائه شده است. برغم افزایش چشم‌گیر دوره‌های مبتنی بر وب و فراگیرانی که در این دوره‌ها ثبت‌نام می‌کنند،  نشانه‌های زیادی مبنی بر اینکه دوره‌های فوق در برآورده سازی نیازهای فراگیران ناموفق بوده و فراگیران تجارب ناموفقی را از چنین دوره‌هایی به یاد دارند،  به چشم می‌خورد. در این بین نتایج بسیاری از تحقیقات نشان می‌دهد عامل حضور، عامل مهمی در پیشرفت و موثر بودن همه آموزش‌ها از جمله آموزش‌های سنتی و از راه دور بوده و همبستگی بالایی با پیشرفت تحصیلی و رضایت فراگیران دارد. بر این اساس، پژوهش حاضر باهدف طراحی الگویی برای آموزش‌های مبتنی بر وب بر اساس عامل حضور انجام شد. روش تحقیق مورد استفاده در این مطالعه، تحلیل محتوای کیفی از نوع قیاسی بود جامعه پژوهش، شامل کلیه منابع و مقالات مرتبط نمایه شده در پایگاه‌های اطلاعاتی پروکوئیست، اسپرینگر، ساینسدایرکت، امرالد، ابسکو، سیج، اریک، و گوگل اسکولار بود. نمونه‌برداری از این منابع با روش نمونه‌گیری هدفمند انجام گرفت، 39 مقاله و کتاب مطابق معیارهای مورد نظر بررسی شد و داده‌های حاصله برای تشکیل چهارچوب پیشنهادی تلفیق گردید

Evaluating instructional design quality of Iranian MOOCs based on Merrill’s and Margaryan’s principles.

A great deal of attention has been paid to the experiences of learners and stakeholders in assessing the quality of massive open online courses (MOOCs), while participants' experiences in MOOCs and stakeholders are highly important factors in this process. Therefore, this study aims at evaluating instructional design quality of MOOCs based on Merrill’s first instructional principles and Margaryan principles. For this study, a method of evaluation research was used based on the expert standpoints. Statistical population consisted of 20 internally-developed platforms of MOOCs, which 40 courses (2 courses from each platform) were selected by using simple random sampling method. This study was carried out from February to July 2018. To do so, a check list of 28 questions was designed by researchers based on the prescriptive strategies of Merrill's first instructional principles (problem-oriented, activation, presentation, application, integration) and Margaryan’s principles (collective knowledge, collaboration, distinction, authentic sources and feedback). Accordingly, instructional quality evaluation of MOOCs courses was carried out by the educational technology specialists. Descriptive and inferential findings revealed that instructional design quality of MOOCs based on the points of specialists is under-evaluated and does not address Merrill’s first instructional principles as well as the ones of Margaryan. It is suggested that in addition to paying attention to the elements of the MOOCs platform and its facilities, the Merrill's and Margaryan’s principles should be used in designing the MOOCs content.<br/

A Comparative Study of Learning and Motivation in Continuing Medical Education Based on Integrated Instructional and Motivational Design Models

Introduction: There are few studies that compare electronic learning in continuing medical education using instructional material developed based on scientific principles of instructional and motivational designs. Therefore, this study was performed in Kermanshah University of Medical Science in 2011 in order to compare physicians’ learning and motivation in these two instructional approaches. Methods: In this quasi-experimental study 60 general physicians and medical residents were selected by convenience sampling method. E-learning content development in control group (n=30) was based on instructional design models and in the experimental group (n=30) was based on the integration of instructional design and motivational design models by Macromedia Flash software. In this study, three questionnaires of demographic information (with 8 items), learning outcomes (with 20 questions) and motivation level (with 48 items) were used. The data were collected by pretest and posttest both containing similar questions and the physician’ motivation questionnaire. Statistical analysis was performed by Levene’s test, independent and paired sample T tests and chi square test. Results: Based on the findings, there was no significant difference between pretest scores of the two groups (11.37±1.19 vs. 11.73±0.69) but there was a significant difference between posttest learning scores (15.63±1.38 vs. 17.53±0.94) and motivation of physicians (143.83±5.45 vs. 160.63±22.41) in both groups (p<.05). Conclusion: The physicians’ learning and motivation were different in these two instructional methods therefore, it is recommended that instructional and motivational design be used in future electronic continuing medical education program

Using gamification to support learning English as a second language: a systematic review

Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students’ learning and educational practice. This systematic review presents an overview of the state of the art on the use of gamification for LESL in digital environments. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with LESL through gamification. For this systematic review, 22 publications dating from 2008 through 2019 were studied to highlight the foci of this field of research. Although, these studies reported positive effects of gamification on learners’ learning experiences and their learning outcomes, none of the publications reported specific gamification elements associated to the learning experiences and outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamified LESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamified LESL. The results of this study provide suggestions on how to design digital gamification for students’ LESL and their corresponding learning experiences and outcomes.</p