Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education

Yehudit Judy Dori; Rachel Levin-Peled; Yael Kali

Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education

Yehudit Judy Dori, Rachel Levin-Peled, Yael Kali

Department of Learning and Instructional Sciences

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class observations, online discussions, students' artifacts and interviews, as well as attitude questionnaires. The hybrid courses were developed based on design-principles for active and collaborative learning and supported by embedded assessment. Our findings show that this approach contributed to learning, as defined in each one of the courses. In all three courses we observed high impact on the learners, especially in motivational increase, and in the development of higher order thinking skills. We recommend that course-designers and instructors in higher-education use the design principles identified and developed in this research to foster meaningful learning in other web-based courses.

Original language	English
Title of host publication	Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006
Editors	Thomas Reeves, Shirley Yamashita
Place of Publication	Honolulu, Hawaii, USA
Publisher	Association for the Advancement of Computing in Education (AACE)
Pages	1933-1939
Number of pages	7
State	Published - 1 Oct 2006

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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https://www.learntechlib.org/p/23997

Cite this

Dori, Y. J., Levin-Peled, R., & Kali, Y. (2006). Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education. In T. Reeves, & S. Yamashita (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1933-1939). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/23997

Dori, Yehudit Judy ; Levin-Peled, Rachel ; Kali, Yael. / Learning and Assessment in IT-based Environments : Design Principles for Hybrid Courses in Higher Education. Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006. editor / Thomas Reeves ; Shirley Yamashita. Honolulu, Hawaii, USA : Association for the Advancement of Computing in Education (AACE), 2006. pp. 1933-1939

@inproceedings{8e129fa1f48b407d8a3a75ae4d18df2e,

title = "Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education",

abstract = "Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class observations, online discussions, students' artifacts and interviews, as well as attitude questionnaires. The hybrid courses were developed based on design-principles for active and collaborative learning and supported by embedded assessment. Our findings show that this approach contributed to learning, as defined in each one of the courses. In all three courses we observed high impact on the learners, especially in motivational increase, and in the development of higher order thinking skills. We recommend that course-designers and instructors in higher-education use the design principles identified and developed in this research to foster meaningful learning in other web-based courses.",

author = "Dori, {Yehudit Judy} and Rachel Levin-Peled and Yael Kali",

year = "2006",

month = oct,

day = "1",

language = "English",

pages = "1933--1939",

editor = "Thomas Reeves and Shirley Yamashita",

booktitle = "Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006",

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Dori, YJ, Levin-Peled, R & Kali, Y 2006, Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education. in T Reeves & S Yamashita (eds), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006. Association for the Advancement of Computing in Education (AACE), Honolulu, Hawaii, USA, pp. 1933-1939. <https://www.learntechlib.org/p/23997>

Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education. / Dori, Yehudit Judy; Levin-Peled, Rachel; Kali, Yael.
Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006. ed. / Thomas Reeves; Shirley Yamashita. Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE), 2006. p. 1933-1939.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Learning and Assessment in IT-based Environments

T2 - Design Principles for Hybrid Courses in Higher Education

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AU - Levin-Peled, Rachel

AU - Kali, Yael

PY - 2006/10/1

Y1 - 2006/10/1

N2 - Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class observations, online discussions, students' artifacts and interviews, as well as attitude questionnaires. The hybrid courses were developed based on design-principles for active and collaborative learning and supported by embedded assessment. Our findings show that this approach contributed to learning, as defined in each one of the courses. In all three courses we observed high impact on the learners, especially in motivational increase, and in the development of higher order thinking skills. We recommend that course-designers and instructors in higher-education use the design principles identified and developed in this research to foster meaningful learning in other web-based courses.

AB - Our research investigated the effect of the pedagogical design of three hybrid courses on learning and assessment. The research population included about 120 undergraduate and 40 graduate students at the Technion. Data sources included class observations, online discussions, students' artifacts and interviews, as well as attitude questionnaires. The hybrid courses were developed based on design-principles for active and collaborative learning and supported by embedded assessment. Our findings show that this approach contributed to learning, as defined in each one of the courses. In all three courses we observed high impact on the learners, especially in motivational increase, and in the development of higher order thinking skills. We recommend that course-designers and instructors in higher-education use the design principles identified and developed in this research to foster meaningful learning in other web-based courses.

M3 - Conference contribution

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EP - 1939

BT - Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006

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ER -

Dori YJ, Levin-Peled R, Kali Y. Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education. In Reeves T, Yamashita S, editors, Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006. Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). 2006. p. 1933-1939

Learning and Assessment in IT-based Environments: Design Principles for Hybrid Courses in Higher Education

Abstract

UN SDGs

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