Web-Mediated Instructional Design
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (1 July 2020) | Viewed by 4508
Special Issue Editor
Interests: human–computer interaction; information systems; instructional design; web-based learning; learning analytics; Rasch modelling
Special Issue Information
Dear Colleagues,
There can be no doubt that information and communications technology (ICT) tools offer courseware designers opportunities to enhance web-mediated learning environments. As a result, many courseware designers around the world are adopting such ICT courseware platform tools that emphasise the use of multimedia to enrich and fulfil online learning experiences. Nevertheless, the increasing awareness of the complexities surrounding the human computer interaction (HCI) presents a new dilemma to challenge the design and development of courseware content for these web-mediated learning systems. As tempting as they are, the adoption of these emerging ICT tools needs to be aligned with the appropriate e-pedagogical strategies to ensure the effectiveness of the expected learning outcomes. Papers in this Special Issue describe the diverse range of opinion on web-mediated instructional design. The range of opportunities is endless, involving, for instance:
- learning management systems that offer improved web-mediated teaching and learning to provide instructors and learners/trainees the opportunities of online discussions and digital resource sharing;
- real-time teaching performance assessment where integrated performance feedback relates to the web-mediated interactions. Online facilitators and learners/trainees can see their individual performance and academic achievements;
- high-quality digital courseware application sandbox environments that provide instructional material production to foster courseware creation skills;
- multifunctional web-mediated instructional tools that provide opportunities for collaborative professional development opportunities to facilitate multiple functions and services to enhance learner/trainee motivations for learning and academic achievement;
- online language and vocabulary exercises; and
- software enquiry systems that query legally valid software applications.
Assoc. Prof. Elspeth McKay
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- ePedagogies
- Human–computer interaction (HCI)
- Instructional design
- Web-mediated courseware design
- Online learning
- Performance outcome measurement
- Information and communications technology (ICT)
- Instructional systems design
