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Student led inquiry-based learning
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences. University of Colombo, Sri Lanka.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
University of Colombo, Sri Lanka.
2014 (English)In: International journal of education and information technologies, ISSN 2074-1316, Vol. 8, 265-275 p.Article in journal (Refereed) Published
Abstract [en]

Inquiry-based learning and peer-teaching are two teaching and learning approaches best applicable in higher educational contexts. Considering benefits of each approach in learning, a study was conducted to determine how to design peer-teaching activities to promote inquiry-based learning. Data were collected from a group of instructional designers, a sample group of students in an online learning environment prepared for a distance learning programme and from the learning management system of the online learning environment. The findings of the study were used to improve sets of design principles that were followed to design the peer-teaching activity. In addition, sets of design guidelines were also prepared for easy application of the design principles.

Place, publisher, year, edition, pages
2014. Vol. 8, 265-275 p.
National Category
Information Systems Educational Sciences
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-108648OAI: oai:DiVA.org:su-108648DiVA: diva2:759841
Available from: 2014-10-31 Created: 2014-10-31 Last updated: 2015-03-11Bibliographically approved
In thesis
1. Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka
Open this publication in new window or tab >>Designing Online Courses for Individual and Collaborative Learning: A study of a virtual learning environment based in Sri Lanka
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Online courses of distance learning programmes at universities are designed considering the characteristics and needs of their adult learners. Basically, there are two types of learners in an online course: individual learners and collaborative learners. Designing for learner satisfaction and learning effectiveness for both types of learners is challenging. In fact, previous research has noted that many online courses fail due to poor design. As a solution, researchers have identified instructional design principles that can guide the design of successful online courses. However, these principles lack detailed information to apply them in contexts different from where they had been identified. This consideration raises a question: how does one adapt the existing design principles to design online courses that promote both individual and collaborative learning, particularly in contexts where online courses are supposed to be conducted with minimal teacher support? In the present research, this question is addressed via two sub-research questions: (1) which course components and their design features can promote learners’ satisfaction, perceived learning, and learning effectiveness, and (2) which course components and their design features can stimulate inquiry-based learning and peer-teaching? The research was carried out in the field of educational design research with sets of students and instructional designers of a virtual learning environment prepared for a university-level degree programme in Sri Lanka. Referring to the findings of this research, the thesis discusses how to design online courses that promote both individual and collaborative learning. Further, based on the findings, the thesis presents a set of design principles and guidelines to promote both individual and collaborative learning in online courses that are on information technology related subjects and prepared for distance learning programmes.

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm Univeristy, 2015. 214 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 15-008
Keyword
Design-Based Research, Design Experiments, Online Learning, Instructional Design, Design Principles, Design Guidelines, Individual Learning, Collaborative Learning, Inquiry-Based Learning, Peer-Teaching
National Category
Information Systems, Social aspects
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-114806 (URN)978-91-7649-110-2 (ISBN)
Public defence
2015-04-27, Lilla hörsalen, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (English)
Opponent
Supervisors
Projects
SIDA Funded National e-Learning Centre Project at the University of Colombo School of Computing, Sri Lanka
Available from: 2015-04-01 Created: 2015-03-10 Last updated: 2015-04-23Bibliographically approved

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http://www.naun.org/main/NAUN/educationinformation/2014/a382008-137.pdf

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CiteExportLink to record
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Citation style
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