Evaluation of iTunes University Courses Through Instructional Design Strategies and m-Learning Framework
As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTune...
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| Veröffentlicht in: | Educational Technology ＆ Society 2016-01, Vol.19 (1), p.199-210 |
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| description | As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework. A total of 27 iTunes U courses were selected and evaluated based on the following criteria: (a) The course is provided by institutions of higher education; (b) the course should include instructional design components. The results revealed that all courses scored notably higher means on Content Chunking and Objective and Content Structure. However, all courses were rated low mean scores on the Instructional Strategies categories of the following attributes: Learning Engagement, Feedback, and Evaluation. Moreover, the results revealed that all courses scored notably higher means on one of the m-learning framework which is Customisation and were rated low mean scores on the Conversation attribute. The overall conclusion of this study is that the selected iTunes U courses showed some strengths but considerable weaknesses in meeting the instructional design strategies and m-learning framework. Recommendations are provided for turning mundane courses into dynamic, user-friendly ones where students are excited about their learning. |
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The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework. A total of 27 iTunes U courses were selected and evaluated based on the following criteria: (a) The course is provided by institutions of higher education; (b) the course should include instructional design components. The results revealed that all courses scored notably higher means on Content Chunking and Objective and Content Structure. However, all courses were rated low mean scores on the Instructional Strategies categories of the following attributes: Learning Engagement, Feedback, and Evaluation. Moreover, the results revealed that all courses scored notably higher means on one of the m-learning framework which is Customisation and were rated low mean scores on the Conversation attribute. The overall conclusion of this study is that the selected iTunes U courses showed some strengths but considerable weaknesses in meeting the instructional design strategies and m-learning framework. Recommendations are provided for turning mundane courses into dynamic, user-friendly ones where students are excited about their learning.</description><identifier>ISSN: 1176-3647</identifier><identifier>ISSN: 1436-4522</identifier><identifier>EISSN: 1436-4522</identifier><language>eng</language><publisher>Palmerston North: International Forum of Educational Technology ＆ Society</publisher><subject>Active learning ; Collaborative learning ; Colleges & universities ; Course Content ; Distance Education ; Distance learning ; Educational activities ; Educational Environment ; Educational Strategies ; Educational technology ; Electronic Learning ; Evaluation ; Feedback (Response) ; Full Length Articles ; Handheld Devices ; Higher Education ; Individualized Instruction ; Instructional Design ; Interpersonal Communication ; Learner Engagement ; Learning Processes ; Methods ; Mobile devices ; Mobile learning ; Online instruction ; Pedagogy ; Statistical Analysis ; Students ; Tablet computers ; Teachers ; Teaching Methods ; Technology ; Technology application</subject><ispartof>Educational Technology ＆ Society, 2016-01, Vol.19 (1), p.199-210</ispartof><rights>Copyright 2016 by International Forum of Educational Technology & Society (IFETS)</rights><rights>COPYRIGHT 2016 International Forum of Educational Technology & Society</rights><rights>2016. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). 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The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework. A total of 27 iTunes U courses were selected and evaluated based on the following criteria: (a) The course is provided by institutions of higher education; (b) the course should include instructional design components. The results revealed that all courses scored notably higher means on Content Chunking and Objective and Content Structure. However, all courses were rated low mean scores on the Instructional Strategies categories of the following attributes: Learning Engagement, Feedback, and Evaluation. Moreover, the results revealed that all courses scored notably higher means on one of the m-learning framework which is Customisation and were rated low mean scores on the Conversation attribute. 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Framework</atitle><jtitle>Educational Technology ＆ Society</jtitle><date>2016-01-01</date><risdate>2016</risdate><volume>19</volume><issue>1</issue><spage>199</spage><epage>210</epage><pages>199-210</pages><issn>1176-3647</issn><issn>1436-4522</issn><eissn>1436-4522</eissn><abstract>As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies and the m-learning framework. A total of 27 iTunes U courses were selected and evaluated based on the following criteria: (a) The course is provided by institutions of higher education; (b) the course should include instructional design components. The results revealed that all courses scored notably higher means on Content Chunking and Objective and Content Structure. However, all courses were rated low mean scores on the Instructional Strategies categories of the following attributes: Learning Engagement, Feedback, and Evaluation. Moreover, the results revealed that all courses scored notably higher means on one of the m-learning framework which is Customisation and were rated low mean scores on the Conversation attribute. The overall conclusion of this study is that the selected iTunes U courses showed some strengths but considerable weaknesses in meeting the instructional design strategies and m-learning framework. Recommendations are provided for turning mundane courses into dynamic, user-friendly ones where students are excited about their learning.</abstract><cop>Palmerston North</cop><pub>International Forum of Educational Technology ＆ Society</pub><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
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| ispartof | Educational Technology ＆ Society, 2016-01, Vol.19 (1), p.199-210 |
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| subjects | Active learning Collaborative learning Colleges & universities Course Content Distance Education Distance learning Educational activities Educational Environment Educational Strategies Educational technology Electronic Learning Evaluation Feedback (Response) Full Length Articles Handheld Devices Higher Education Individualized Instruction Instructional Design Interpersonal Communication Learner Engagement Learning Processes Methods Mobile devices Mobile learning Online instruction Pedagogy Statistical Analysis Students Tablet computers Teachers Teaching Methods Technology Technology application |
| title | Evaluation of iTunes University Courses Through Instructional Design Strategies and m-Learning Framework |
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