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  • Item
    Open Access
    Instructional Design Models for Digital Learning in Higher Education — A Scoping Review
    (2024-03-23) Senadheera, Vindya V.; Ediriweera, Dileepa S.; Rupasinghe, Thilini P.; Panda, Santosh
    Instructional design (ID) is a systematic process that is used to develop education and training programmes in a consistent and reliable way. A key challenge faced by educators is selecting an ID model by deciding which ID model will be more suitable in order to achieve an effective digital teaching and learning process. The objective of this scoping review was to present recommendations to select ID models for digital learning in higher education. Nine databases were searched for eligible publications. The search retrieved 643 records. Forty articles were included in this review. Results show that employing a systematic process in instructional design (an ID model) has produced an effective, consistent and reliable digital teaching and learning process in higher education. Selection of an ID model depends on the requirements of the course, timeline, resources available for the design and development of the course and the expertise in the ID process.
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    Open Access
    Microlearning and Learning Performance in Higher Education: A Post-Test Control Group Study
    (2024-03-23) Balasundaram, Sathiyaseelan; Mathew, Jain; Nair, Sridevi; Panda, Santosh
    This study aimed at evaluating the effectiveness of microlearning in higher education. The sample consisted of first-year MBA students, and a post-test control group design was used to assess the effectiveness of a microlearning module. The results indicated that the use of microlearning was significantly related to learning performance and participants' reactions to the module. Moreover, the microlearning group scored significantly higher than the control group. The findings suggest that microlearning has the potential to improve learning outcomes and enhance participant engagement. However, the study has certain limitations, and future research is needed to gain a comprehensive understanding of the optimal design and delivery of microlearning modules. The study supports the use of microlearning in higher education as an effective instructional strategy.
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    Open Access
    Editorial: Improving Learning through DOL: The Importance of Instructional Design and Student Engagement
    (2024-03-23) Panda, Santosh; Panda, Santosh
    Further development and expansion of open distance and online learning (DOL) and blended learning has been possible due to significant research in the areas of instructional/learning design (based on various learning theories) and how learners engage in authentic activities in the contexts of both individualised and collaborative learning. The recent analysis by Molenda (2023) and the analysis by Martin and Bolliger (2023) should be useful reads in this regard. A significant component of any instructional design or learning design for DOL is engagement of learners in self-directed and reflective learning in both individualised and collaborative learning contexts. There are well-researched theories of learner engagement, the most prominent being the Community of Inquiry framework of Garrison, Anderson and Archer (2000) encompassing teaching presence, social presence and cognitive presence especially in asynchronous online learning environments. Further explanation to engagement at macro, meso and micro levels was given by Bond (2019) in which learning was assumed to occur within a given socio-cultural context.
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    Open Access
    Book Review: Handbook of Open, Distance and Digital Education: Parts I and II
    (2023-11-17) Olivier, Jako; Panda, Santosh
    The Handbook of Open, Distance, and Digital Education (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters.
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    Open Access
    Book Review : Education and Blockchain
    (2023-11-17) McGreal, Rory; Panda, Santosh
    Education and Blockchain is an excellent primer for educational leaders, administrators, teachers, and students. The book is divided into an executive summary, followed by four sections. These are: 1. The foundational principles and concepts of blockchain; 2. Blockchain applications in education. 3. How blockchain is being used in education; and 4. The humanistic principles to be considered when implementing blockchain. The book is well laid out and includes a glossary of terms which are clearly explained for the uninitiated. The authors also propose different applications of blockchain in a variety of educational contexts. Both the benefits and constraints related to blockchain as a de-centralised transparent ledger are explained in a manner understandable to the non-technical reader.