With the increasing use of instructional designers as pedagogical experts for eLearning activities within institutions of higher education, it is important we learn as much as possible about designing and developing effective instructional design across the disciplines. When instructional designers are employed as pedagogical experts but not content experts—and the instructors are content exper...

Some individuals (instructors) taught a card trick to two other individuals (pupils). Prior to teaching the card trick, instructors acquired a theory about the nature of ability. Some instructors learned that ability is produced by factors extrinsic to the pupil, such as thorough instruction (extrinsic theory); others learned that ability emerges spontaneously from the natural development of pu...

Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the cl...

Virtual Learning Environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the tasktechnology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Tasktechnology fit, user satisfaction, attitude towards use and anticipated ...

Volume 1, Issue 4 High rates of remediation, low completion rates, and increasing demands for a skilled workforce have made developmental education reform a focus of many community college improvement efforts. Colleges across the nation are restructuring their developmental education programs to strengthen students’ academic preparation and accelerate their progression through remediation. Howe...

The first challenge in designing and teaching any course is to decide what to teach. Although some undergraduate and graduate instructors are infamous for teaching only their area of research or only their pet topic, most instructors are engaged in an ongoing struggle with the demons of course content: What should students learn? In how much depth should they learn it? At what age is it cogniti...

Abstract This study examines an aspect of the role emotion in multimedia learning, i.e., whether participants can recognize instructor’s positive or negative based on hearing short clips involving only voice just as well also seeing embodied onscreen agent. Participants viewed 16 video from a statistics lecture which animated instructor, conveying happy, content, frustrated, bored emotion, stan...

Timely, formative feedback is important for instructors and students. In this project, “embedded students” provided with through anonymized reports. Students enrolled in preparatory chemistry course sections fall 2022 self-selected to submit reports documenting their ongoing experiences learning content. Embedded students journaled about (i) hours devoted the course; (ii) topic-specific content...

Professionalism requires that language teachers be assessment literate so as to assess students’ performance more effectively. However, assessment literacy (AL) has remained a relatively unexplored area. Given the centrality of AL in educational settings, in the present study, we identified the factors constituting AL among university instructors and examined the ways English Language Ins...

Training and mentorlng Graduate Student Instructors (GS Instructors) at large institutions presents three challenges to instructional developers: 1) training numerous GSInstructors from multipledepartments. 2) the vastarray ofduties GS Instructors needtrainingin. and3) thecontinualsophistication ofGS Instructors. Here wedescribe howthe College ofEngineering at the University ofMichigan has met ...