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Modern instructional design & technology educational psychology: Probing STM for efficient eLearning experiences.
PROCEEDINGS

, West Virginia University, United States

EdMedia + Innovate Learning, in Honolulu, HI, USA ISBN 978-1-880094-73-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: Trends in eLearning instructional development do not utilize designing principles founded in educational psychology. Designer bias may guide development of eLearning environments in stylizing aesthetics, page layouts, and especially color theme choices. As today’s eLearners are becoming ever more globally diverse (Edmundson, 2007), it is questioned whether all learners are provided for equally in eLearning environments. This Dissertation preparation explores the need for developing eLearning designing principles. Approaching eLearning design principles from a perspective of educational psychology, short term memory (STM) information processing is probed during learning tasks in control and experimental eLearning environments. Details of methodology and apparatus are included. Actual implementation in early 2009 will follow, providing findings for formal presentation.

Citation

Debiase, M. (2009). Modern instructional design & technology educational psychology: Probing STM for efficient eLearning experiences. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 621-630). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2019 from .

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