EDER 779.05 Introduction to the Learning Sciences
My research is focused on identifying strategies for increasing student engagement in online learning activities. This topic with its focus on understanding teaching and learning and then using that knowledge to inform and change my practice as an instructional designer is well situated in the learning sciences. The interdisciplinary nature of my interests are also evidence in the collection of research articles below which encompass a wide range of journals and resources from across the globe.
My practical orientation is also indispensable in design-based research, a method well-suited to pragmatic educators such as myself. For a more thorough discussion of design-based research, an approach I will likely take even further in my larger research project, please read this precis of Barab’s chapter titled “Design-Based Research: A Pragmatic Research Method for Practitioners.”
Learning Activity Design for Engagement in Open Entry, Asynchronous, Independent Study Mode
Abstract
Thompson Rivers University Open Learning (TRU-OL) offers more than 400 courses, primarily through an asynchronous, self-paced, independent study modality. We are very similar to the UK Open University (OU) in that we both operate under an open entry mode of study; however, whereas the OU has no prerequisites, we do have a few courses or programs with prerequisites or admission requirements (Weller et al., 2018). This model provides students the utmost in flexibility: they can start anytime, they can study anytime from anywhere, and they can complete the course in a condensed time, over the 30 weeks allowed or intermittently, according to their needs. However, this flexibility also means it is unlikely that any other student will be completing the course at the same pace, making peer collaboration of any kind within the course near impossible. These constraints pose significant challenges and tensions for instructional designers as we strive to work with our subject matter experts to design engaging and motivating courses that exemplify the values of open, caring, connected and active learning articulated in our Learning Design Framework.
Given these constraints, how can we design open, asynchronous, independent learning activities that motivate students and sustain their engagement in a course? This question strikes at the heart of the role of instructional design and is critical to learner retention and success. This paper will critically examine the literature to unearth evidence-informed strategies for increasing engagement in course materials, which can ultimately increase course completion and student retention. Preliminary findings suggest the important role instructional design can play in influencing the student-content interaction and in anticipating student needs through Universal Design for Learning, accessibility, scaffolding and clarity of instruction.
References
Learning Design Framework. (n.d.). Retrieved July 18, 2024, from https://designframework.trubox.ca/
Weller, M., Ameijde, J. van, & Cross, S. (2018). Learning design for student retention. Journal of Perspectives in Applied Academic Practice, 6(2), 41-50. https://doi.org/10.14297/jpaap.v6i2.318
Research Articles
This is the selection of research articles I will draw on to write the paper. I have exported the bibliographic information into a spreadsheet and then annotated them with notes on themes and modality. Finally, I used highlighting to indicate degrees of relevance – green (very), yellow (limited) and red (irrelevant). Understanding that there will be limited information that is directly related to our open study model, I have expanded my search to online environments with the assumption that I will find transferrable strategies.