Apply evidence-based approaches from self-regulation, multimedia learning, motivation, and collaborative learning theories in distance and online course design¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 2 studies (1 review, 1 associational), q2–q3 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The chapter recommends that designers of the next generation of distance and online learning draw on "principles and applications stemming from the theories of self-regulation and multimedia learning, research-based motivational principles, and collaborative learning principles". These evidence-based approaches are offered as ways to foster instructional improvement grounded in the interaction findings.

Design Implications¶

Context¶

Requirements¶

• Designers must consider the pedagogical challenges inherent in distance and online learning during instructional design and software development

Constraints¶

Target Learners¶

• distance and online learners

Target Learning Goals¶

• self-regulated learning, motivation, and collaboration in online courses

Claims¶

• A meta-analysis quantitatively verified the importance of three types of interaction in distance and online learning: among students, between instructor and students, and between students and content [+W]
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Abrami, P.C., Bernard, R.M., Bures, E.M., Borokhovski, E., Tamim, R.M. (2012). Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice. In: Moller, L., Huett, J. (eds) The Next Generation of Distance Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-1785-9_4