Instructional Designers Conducting Professional Learning Using Social Media: A Phenomenological Study of Their Experiences Through a Self-regulated Learning Lens

Because the instructional design and technology field is dynamic (Sharif & Cho, 2015; Wang et al., 2021), instructional designers need to pursue continuous, just-in-time professional learning (Carliner, 2018) to improve knowledge, skills, and abilities (Sharif & Cho, 2015; Ritzhaupt & Martin, 2015), without being constrained by location, budget, and time (Muljana et al., 2020; Muljana et al., 2021). On the one hand, the omnipresent social media technologies offer affordances for facilitating this type of professional learning. Such technologies allow instructional designers to reach out to colleagues, search for ready-to-implement strategies, and find relevant, timely information. On the other hand, conducting continuous learning requires proactive and strategic planning, in which self-regulated learning (SRL) plays a role. Unfortunately, not all working professionals are aware of the strategies to develop SRL skills. In addition, using social media may be perceived as a learning distraction. A call for an in-depth exploration of intersecting instructional designers’ continuous professional learning, social media, and SRL emerges to address such challenges. This qualitative study is aimed to explore instructional designers’ SRL experiences conducting professional learning using social media. Three research questions guide this study: (1) How were instructional designers’ SRL experiences conducting professional learning in a social media environment? (2) How did instructional designers support their SRL by using social media? (3) What challenges did instructional designers experience when conducting professional learning using social media? These questions are addressed through a phenomenological study that employs semi-structured interviews and thematic analysis using multiple coding approaches. The findings suggest that an application of SRL seems to occur while instructional designers use social media for professional learning (e.g., through determining the sources of motivation, setting proximal goals and strategic plans, seeking help, trying the strategies offered by colleagues, an adaptation of strategies, and open-minded attitudes during self-reflection activities). Additionally, there appears to be a gradual development of SRL skills while instructional designers interact in social media environments. They also encounter challenges, but some challenges can potentially be overcome by applying SRL strategies. Discussion and implications inform (a) instructional designers who pursue continuous professional development, (b) educational programs and instructors who educate prospective instructional designers regarding ways to promote relevant skills by scaffolding SRL skills and considering social media-supported learning, and (c) employers and those with supervisory roles who support employee’s just-in-time learning

Factors Contributing to Student Retention in Online Learning and Recommended Strategies for Improvement: A Systematic Literature Review

Aim/Purpose This systematic literature review investigates the underlying factors that influence the gap between the popularity of online learning and its completion rate. The review scope within this paper includes an observation of possible causal aspects within the non-ideal completion rates in online learning environments and an identification of recommended strategies to increase retention rates. Background While online learning is increasingly popular, and the number of online students is steadily growing, student retention rates are significantly lower than those in the traditional environment. Despite the multitude of studies, many institutions are still searching for solutions for this matter. Methodology A systematic literature review was conducted on 40 studies published between 2010 and 2018. We established a set of criteria to guide the selection of eligible articles including topic relevance (aligned with the research questions), empirical studies, and publication time frame. Further steps were performed through a major database searching, abstract screening, full-text analysis, and synthesis process. Contribution This study adds to expanding literature regarding student retention and strategies in online learning environments within the higher education setting. Findings Revealed factors include institutional support, the level difficulty of the programs, promotion of a sense of belonging, facilitation of learning, course design, student behavioral characteristics, and demographic variables along with other personal variables. The recommended strategies identified for improving student retention are early interventions, at-all-times supports for students, effective communication, support for faculty teaching online classes, high-quality instructional feedback and strategies, guidance to foster positive behavioral characteristics, and collaboration among stakeholders to support online students. Recommendations for Practitioners Since factors within the open systems of online learning are interrelated, we recommend a collective effort from multiple stakeholders when addressing retention issues in online learning. Recommendation for Researchers We recommend that fellow scholars consider focusing on each influential factor and recommendation in regard to student retention in online learning environments as synthesized in this study. Findings will further enrich the literature on student retention in online learning environments. Future Research Future research may investigate various data-mining and analytics techniques pertaining to detection and prediction of at-risk students, the efficacy of student support and faculty support programs, and ways to encourage struggling students to adopt effective strategies that potentially engender positive learning behaviors

Conducting a Formative Evaluation on a Course-Level Learning Analytics Implementation Through the Lens of Self-Regulated Learning and Higher-Order Thinking

Self-regulated learning (SRL) and higher-order thinking skills (HOTS) are associated with academic achievement, but fostering these skills is not easy. Scholars have suggested an alternative way to scaffold these important skills through learning analytics (LA). This paper presents a formative evaluation of a course-level LA implementation through the lens of self-regulated learning (SRL) and higher-order thinking skills (HOTS). We explored the changes in students’ SRL, HOTS, and perceptions at the end of the course term. Results indicate an increase in some elements of SRL and HOTS, and positive student perceptions. Discussion on implications and opportunities for informing future teaching strategies and course design reiteration are included

Lights, Camera, Activity! A Systematic Review of Research on Learner-Generated Videos

Aim/Purpose The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs. Background This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity. Methodology Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses (PRISMA) technique, this systematic review cumulated 39 eligible studies published between 2008 to 2020. A set of eligibility criteria guided us in the article selection process, such as the use of LGVs as an assignment, educational settings, publication time frame, and empirical studies. We conducted further steps by searching the articles in major databases, screening, analyzing, and synthesizing the articles. Contribution This study expands the literature regarding LGVs-related topics in both research and practical aspects. We have discovered research gaps, suggesting the directions of future studies. Additionally, we provide suggestions for practitioners interested in adopting LGVs. Findings Findings reveal that the use of LGVs may result in reduced cognitive load, increased creativity, increased cross-curricular competencies, learner independence, and the ability to apply knowledge in a meaningful way. Recommendations for Practitioners Most of the studies that we reviewed recommended strategies for implementing LGVs into a curriculum to optimize the benefits of LGVs.• Articulating the learning objectives and aligning the LGV activities with the learning objectives emerges as an important strategy.• Instructors may guide students to commence the LGV project early and stay organized with the tasks required to complete the project, as this type of guidance may help students overcome time-related challenges.• Providing several options for the students to create different designs or formats and select the type of media would promote their creativity. Recommendation for Researchers Other scholars may consider exploring group differences in their learning performance by employing an experimental study (e.g., providing specific production rules versus not), including investigating the impact on the learning achievement. Future Research Future studies may focus on investigating the impact on cognitive load when students produce LGVs with instructional guidance. Other important variables, such as self-confidence and self-efficacy, that may have played a role in the process of producing LGVs deserve further attention

Free Asynchronous Professional Development By, From, and For Instructional Designers: How Informal Learning Opportunities Shape Our Professional Learning and Design Practices

Instructional designers (IDs) need to maintain an understanding of the current trends and issues within the field. Pursuing professional learning informally supports IDs’ effort to keep up with current trends and issues because it is not restricted by curriculum and time. Professional development (PD) offered by Professional Development for Instructional Designers (PD4IDs) learning group can address issues related to geographical and funding limitations. This application paper presents the coordination of PD based on the conceptual framework (e.g., Community of Practice and Social Network Knowledge Construction) and reflections of several PD4IDs members with various roles. The reflections indicate the benefits of participating in PD for shaping IDs’ professional learning and practices. Discussion and implications for IDs intending to pursue non-traditional PD are also presented