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Instructional design models for digital learning in higher education — A scoping review

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dc.contributor.author Senadheera, V.V.
dc.contributor.author Ediriweera, D.S.
dc.contributor.author Rupasinghe, T.P.
dc.date.accessioned 2024-04-04T07:05:54Z
dc.date.available 2024-04-04T07:05:54Z
dc.date.issued 2024
dc.identifier.citation Journal of Learning for Development.2024;11(1):15-26. en_US
dc.identifier.issn 2311-1550
dc.identifier.uri http://repository.kln.ac.lk/handle/123456789/27863
dc.description Not Indexed en_US
dc.description.abstract Instructional design (ID) is a systematic process that is used to develop education and training programmes in a consistent and reliable way. A key challenge faced by educators is selecting an ID model by deciding which ID model will be more suitable in order to achieve an effective digital teaching and learning process. The objective of this scoping review was to present recommendations to select ID models for digital learning in higher education. Nine databases were searched for eligible publications. The search retrieved 643 records. Forty articles were included in this review. Results show that employing a systematic process in instructional design (an ID model) has produced an effective, consistent and reliable digital teaching and learning process in higher education. Selection of an ID model depends on the requirements of the course, timeline, resources available for the design and development of the course and the expertise in the ID process. en_US
dc.language.iso en en_US
dc.publisher Commonwealth of Learning en_US
dc.subject instructional design model en_US
dc.subject higher education en_US
dc.subject digital learning en_US
dc.subject digital transformation en_US
dc.title Instructional design models for digital learning in higher education — A scoping review en_US
dc.type Article en_US


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