UMBC Instructional Systems Development

Permanent URI for this collectionhttp://hdl.handle.net/11603/21284

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    Enhanced Learning Outcomes with Audio in E-learning: An Analysis
    (IJAC, 2024-11-05) Rautela, Vijayshree
    Audio in any form whether as narration, sound effects, background music, or commentary can make e-learning more interesting for a learner. It completes the sensory engagement in a learner where the visual meets the auditory to comprehend a learning component. As an instructional designer and trainer, over the years, I have created several e-learning courses for adult learners with and without audio. The learning outcomes of the two when compared using several surveys and other evaluation mechanisms showed that learners not only prefer learning instruction that has audio but were also able to retain the learning and apply it to their jobs. This paper analyses how the level of learning outcomes is better in e-learning courses with audio than without audio. It shares some of the science and research that supports this. In addition, it describes the learner surveys and evaluation mechanisms that I have used to prove this and discusses the national and international compliances that make audio a mandate in e-learning to support of my analysis.
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    Educational Experience and Instructional Design Effectiveness Within the Community of Inquiry Framework
    (Athabasca University, 2023-02) Wilson, Emerald C.; Berge, Zane
    Within its 20 years of development, the Community of Inquiry (CoI) framework has become the most widely used theoretical framework in e-learning. It is considered in much of the distance education literature to be a robust collaborative-constructivist process model that uses three essential elements to interpret educational experience: cognitive presence, teaching presence, and social presence. Widespread use of theCoI framework has resulted in several criticisms, such as having no guidelines for implementation, no incorporation of assessment and evaluation metrics, and no widespread consensus on the current model’s ability to represent all the contributing factors that promote a positive educational experience. However, there is an opportunity to overcome these shortcomings, some of which may exist, and to use the CoI’s extraordinary strength in creating a positive education experience, by adding instructional design effectiveness. The purpose of this combination of a literature review and opinion is to present the CoI framework and its major controversies to shine a light on its importance as one approach to designing critical parts of e-learning. Additionally, given the CoI’s purpose of creating a positive educational experience, this paper argues to make explicit to instructional designers and instructors the need to addressusing the CoI framework within an effective overall design.