Demonstration of and discussion(s) on several interactions within a self-paced asynchronous e-learning course. The interactions will be discussed relevant to the theoretical basis, instructional strategy, and the technology(s) used to create the interaction, deliver, and collect the data. Finally, the effectiveness of the interactions will also be examined.
Interactivity has been a focus of e-learning since its inception and remains a critical topic today. However, the technology component of interactivity has often taken center stage with less focus on the learner and the benefits interactivity can have on the learning process. This is despite consistent research (e.g., Hooper & Hannafin, 1991; Kennedy, 2004) that reinforces the idea that instruction will be effective, enjoyable, and intrinsically motivating only if it is interactive at the cognitive level (regardless of modality). Within the corporate environment specifically, there is little evidence of the impact of interactions on enhancing cognition. Within this context, the purpose of this study was to implement instructional strategies that facilitate cognitive processes and apply cognitive load theory in order to create an effective and instructionally efficient e-learning course.
The results of this study supported the notion that the application of instructional strategies that facilitate cognitive processes and apply cognitive load theory enable learners to achieve learning outcomes and result in an instructionally efficient e-learning course. The results also support the idea that through the application of these instructional strategies, learners are able to apply the principles learned within simulated workplace scenarios.
Concept of cognitive interactivity vs. functional interactivity
A concious move away from the wow factor!
Moving beyond engagement.
Desgining and developing instructionally effective and efficient learning.
Technologies that enable instructionally effective and efficient interactions.
Capturing the data (SCORM) to apply to the metrics available for instructional efficiency.
Dr. Richter is a Lifelong learner, who is action-oriented, has a zest for life, a good imagination, inquiring intellect, ingrained ethics, and a desire to excel. In April 2008, Gina received her Ph.D. in Instructional Design with a specialization in Online Learning from Capella University. Gina is now working as a full-time instructional designer for First Data, is an Adjunct Faculty member for the University of Phoenix, and an Adjunct Faculty member of St. Joseph’s College. Gina's secret to success? "Keep looking for your passion-it's the key to lifelong learning and success."