This paper aims to report on evaluation studies of principles of course design for interactive multimedia learning materials.
Abstract
Purpose
This paper aims to report on evaluation studies of principles of course design for interactive multimedia learning materials.
Design/methodology/approach
At the Defence Academy of the UK, Cranfield University has worked with military colleagues to produce multimedia learning materials for courses on “Military Knowledge”. The courses are part of Officer Career Development training for junior officers in the army. The courses were developed following clearly defined course design principles believed to be best suited for the delivery of resource‐based learning materials. Evaluation studies included focus groups, interviews, questionnaires and observation studies.
Findings
The overall findings suggest that the course design principles are indeed regarded by students as supportive of effective learning.
Originality/value
The findings of this research are being fed back to MOD colleagues with the view to discussing how the course might be improved.
Details
Keywords
Today's technology supports the design of more and more sophisticated interactive learning environments. This paper aims to argue that such design should develop from first…
Abstract
Purpose
Today's technology supports the design of more and more sophisticated interactive learning environments. This paper aims to argue that such design should develop from first principles.
Design/methodology/approach
In the paper by first principles is meant: learning theory and principles of course design. These principles are briefly outlined, key features of which include: the use of knowledge and task analysis methodology; the use of topic maps; and learning design that supports adaptive teaching. The paper goes on to describe how this approach to course design has been applied at the UK Defence Academy.
Findings
The paper shows how conversation theory serves as a source of first principles for the design of interactive learning environments, as exemplified in the Course Assembly System and Tutorial Environment (CASTE).
Originality/value
A principled approach to the design of interactive learning environments is of value in bringing order to a conceptually and methodologically confused domain of practice.
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Keywords
Bernard Scott, Simon Shurville, Piers Maclean and Chunyu Cong
This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest…
Abstract
Purpose
This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is “learning designs” in the broadest sense.
Design/methodology/approach
The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning.
Findings
Currently, in the world of e‐learning, the terms “instructional design” and “learning design” are used to refer to the application of theories of learning and instruction to the creation of e‐learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development and delivery. It goes on to examine the concept of a “learning design pattern”.
Originality/value
The paper contends that, whilst learning design patterns are useful as starting‐points for individual learning designs, learning designers should adopt the cybernetic principles of reflective practice – as expressed in CT – to create learning designs where received wisdom is enriched by contextual feedback from colleagues and learners.
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Chunyu Wilson and Bernard Scott
The purpose of this paper is to review the use of adaptive systems in education. It is intended to be a useful introduction for the non-specialist reader.
Abstract
Purpose
The purpose of this paper is to review the use of adaptive systems in education. It is intended to be a useful introduction for the non-specialist reader.
Design/methodology/approach
A distinction is made between intelligent tutoring systems (ITSs) and adaptive hypermedia systems (AHSs). The two kinds of system are defined, compared and contrasted. Examples of the implementation of the two kinds of system are included.
Findings
Similarities and differences between the two kinds of system are highlighted. A conceptual unification is proposed based on the architecture of Course Assembly System and Tutorial Environment, a seminal prototype learning environment developed by Pask and Scott in the 1970s as an application of Pask’s conversation theory.
Originality/value
The architecture shows how the key aspects of ITSs and AHSs can be combined to complement each other. It is intended to be an original contribution that is of particular interest for the specialist reader.
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Keywords
Dandan Wen, Jianhua Zhang, Fredrick Ahenkora Boamah and Yilin Liu
Continuous knowledge contribution behaviors (CKCB) are critical for the healthy development of online medical communities (OMCs). However, it is unclear that if and how…
Abstract
Purpose
Continuous knowledge contribution behaviors (CKCB) are critical for the healthy development of online medical communities (OMCs). However, it is unclear that if and how contributors' prior actions and the responses they received from the community influence the nature of their future contributions. Drawing upon the Information Systems Continuance theory and Service Feedback theory, the purpose of the study is to examine the impact of knowledge contribution performance (KCP) on doctors' CKCB. Evaluation of social motivation, financial incentive and the moderating influence of expertise level (EL) provided further insight into the pathways that motivate various forms of CKCB.
Design/methodology/approach
In order to better understand the CKCB of physicians in OMCs, the authors divided it into two categories: A_CKCB (active CKCB) and P_CKCB (passive CKCB). Information Systems Continuance theory and Service Feedback theory are adapted and integrated with empirical findings from previous research on OMCs to develop a model of CKCB. This study used ordinary least squares (OLS) regression to test hypotheses in the preexisting research model based on data collected from a Chinese OMC platform.
Findings
The results show that KCP helps develop several facets of CKCB. According to the findings, doctors' CKCB improved dramatically after receiving feedback from A_CKCB and P_CKCB, but feedback from peers did not promote CKCB. This study found that financial rewards only have a significant positive effect on P_CKCB, and that the level of expertise has a negative effect on the effect. The findings also demonstrated that doctors' level of expertise moderates the relationship between fA_CKCB (a comprehensive evaluation of doctors' A_CKCB) and A_CKCB.
Research limitations/implications
Future studies should look at the role of self-efficacy as a mediator and attitudes as a moderator in the link between KCP and various forms of CKCB. This will help authors figure out how important KCP is for physicians' CKCB. And future research should use more than one way to gather data to prove the above roles.
Practical implications
This study makes a significant contribution to understanding the association between CKCB and KCP by highlighting the significance of distinguishing between the various forms of CKCB and their underlying causes.
Originality/value
This research has advanced both the theory and practice of OMCs' user management by illuminating the central role of KCP in this context.