This is an open access book. The shift from traditional teaching to digital learning presents a significant challenge for many educators. Navigating the complexities of digital course designs can often lead to suboptimal learning experiences that fail to engage learners effectively. "Digital Learning Design: Designing Effective Online and…

The COVID-19 pandemic has led to an increase in the use of blended learning globally, but there is a lack of understanding of the various types of blended learning models. This literature review study focuses on the blended learning models and the rotation blended learning model. The study gathered data through document analysis and used content…

Recent technology advancements and the COVID-19 pandemic accelerated the need for educators to transition from in-person to virtual and blended learning experiences, requiring instructors to take on multiple roles, including acting as instructional designers in many cases. To address this challenge, the Cross-Modalities Instructional Design Model…

This paper introduces the COM-B model (Capabilities-Opportunities-Motivation:Behaviour) and its use in combination with the Behaviour Change Wheel (BCW) in developing an intervention which aims to promote the adoption of learning design methodologies by academic staff working with learning technologists in Higher Education (HE). Qualitative…

The COVID-19 pandemic has compelled innovations in science teaching and learning, such as blending online sessions with conventional face-to-face classes. We developed and validated the Blended Laboratory and E-learning iNstructional Design (BLEND) model for university-level remote laboratory sessions (RLS) to respond to the fluctuating…

This article reports on a study about how massive open online course (MOOC)-based blended learning designs can be visually represented to facilitate their comprehension and sharing. We carried out an iterative co-creation process with different stakeholders to conceptualise a visual learning design representation model within the context of…

As the demand for online and blended courses in higher education continues to increase, so too has the demand for and responsibilities placed upon instructional designers (ID). Through the analysis of round table discussions and relevant literature, researchers found that role discrepancies and strained faculty/ID partnership dynamics are commonly…

The LODEStone model is an emerging design model for consulting on organizational, department or team level challenges for specialized learners. LODEStone evolved from the iterative design of OCTBR, a course development tool created at an academic health science center (AHSC). OCTBR's purpose is to help create better blended and online learning…

Amidst the significant optimism for blended learning and flipped classrooms, there is a need for a model to guide the systematic design of flipped instruction. An effective flipped model could potentially improve learning outcomes and provide guidelines for designing future blended instruction. This paper presents a model for designing flipped…

Blended learning is fast becoming the new normal and increasingly considered an integral part of program offers within higher education (HE) institutions. Although there is a general consensus about online and physical face to face components, which constitute a framework for blended learning models. There are variances on how these components…

It has quickly become apparent in the past year that online learning is not only an asset, but it is critical to the continued education of youth during times of crisis. However, districts and schools across the nation are in need of guidance and practical, research-backed approaches to distance and hybrid learning. The current COVID-19 crisis has…

Blended learning sets solid foundations for the utilization of educational technology in authentic student learning experiences within traditional educational contexts as well as in distance education. The author introduces an integrated and distributed model of blended learning, utilizing educational technology for authentic student learning…

This paper draws on a series of studies of design teams working on the creation and evaluation of novel complex learning spaces: spaces in which students' activity is situated and supported by rich mixtures of material and digital tools and resources. In most of the cases observed, students also played a substantial role in co-configuring the…

Aim/Purpose: In this study, we aim to understand factors that can influence technology-supported learning, specifically in the blended environment. To do that, a research model is developed by incorporating factors from three perspectives, including self-related factors, technology and systems factors, and the instructional design factor.…

The aim of this research is to examine the dimensions of junior high school teachers' readiness for implementing a flipped classroom approach and to construct and validate an instrument--the Flipped-Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS…