Online learning: Learner motivation and Instructional Strategies
Literature review which synthesized motivational principles and instructional strategies that tap into online learners' inner resources to enhance their learning success.
Chen, W. Bonk, C. Sandars, J. (2023) Applying TEC-VARIETY to motivate and engage learners for online learning success. The Journal of Continuing Education in the Health Professions. DOI: 10.1097/CEH.0000000000000495
Learner motivation plays an essential role in overcoming barriers to achieve online learning success. Many health professions educators, however, are not familiar with evidence-based motivational principles and techniques that tap into learners' inner resources to promote online learning success. The TEC-VARIETY (T-Tone; E-Encouragement; C-Curiosity; V-Variety; A-Autonomy; R-Relevance; I-Interactivity; E-Engagement; T-Tension; and Y-Yielding products) framework provides evidence-based principles and techniques that motivate and engage learners. Health professions educators can identify and assemble appropriate activities to motivate and engage online learners. Educators are encouraged to use Design-Based Research to guide their adoption of TEC-VARIETY and evaluation of outcomes.
Chen, W. & Bonk, C. (2023). The TEC VARIETY approach to increase motivation of online learners. How technology can transform learning environments for inclusive education. A TEL themed Pre-Conference Symposium. AMEE Glasgow 2023 (Association for Medical Education in Europe). Available: https://youtu.be/dnIUSaH-MGM
Chen, W. Bonk, C., Lafferty, N., Del Castillo Rix, D., Roberts-Lieb, S., Correia, R., Sandars. J., & Salcedo, D. (2023) Panel Discussion. How technology can transform learning environments for inclusive education. A TEL themed Pre-Conference Symposium. AMEE Glasgow 2023 (Association for Medical Education in Europe)
Invited podcast: Chen, W. & Sandars, J. (2024). Applying TEC-VARIETY to Motivate and Engage Learners for Online Learning Success. The Journal of Continuing Education in the Health Professions (JCEHP) Emerging Best Practices in CPD Podcast.
Application of experiential learning theory in online teaching
Journal Article: Chen, W., Moore, J. & Vo, N. (2012). Formative evaluation with novice designers: Two case studies within an online multimedia development course. International Journal of Instructional Media, 39(2), 95-111.
Abstract: This paper presents two case studies focusing on formative evaluation training of novice designers within an online flash development course. The training was designed based on experiential learning principles. An online survey was administered to investigate the effectiveness of the instructional design. Although the training enhanced students’ understanding of formative evaluation, various challenges were identified and modifications were made to the instructional content and design. A second case study was implemented to verify the effectiveness of the changes and to better understand novice designers’ learning. Survey findings supported the effectiveness of modifications. Common themes and challenges in both cases were identified and future changes to the instructional strategies were also proposed.
Conference presentation of initial outcomes of this study: (School of Information Science and Learning Technologies at University of Missouri Student Travel Award for this Presentation) Chen, W., Vo, N. & Moore, J. (2009). Formative evaluation training within a technology development course. Association for Education Communications and Technology (AECT) 2009 Convention. Louisville, Kentucky, USA. October 27-31, 2009
Massively Open Online Course (MOOC) Study: Students' learning experiences and achievements
Journal Article: Chen, W., & Jia, J. (2016) Comparison of online and onsite students’ learning outcomes and experiences in a Massively Open Online Course in China. The Journal of Educational Technology Development and Exchange, 9(1), 67-88.
Abstract: This paper compares the achievements and learning experiences of onsite and online students participating in a Massively Open Online Course (MOOC) in China. Altogether 192 Chinese students learned face-to-face, and another 311 Chinese learners participated online. In regard to learning performance, onsite learners had a lower attrition rate than the online students. However, for learners who had completed all their learning assignments, no significant difference was detected between the onsite and online participants’ average assignment scores, and they were equally likely to win two of the learning awards. As to their learning experiences, there was also no significant difference between the online and onsite students’ ratings of technology quality and usability, instructional content, and the design of learning assessment. Students also reported the challenges that they had encountered and provided suggestions to improve their learning experiences. At the end of the paper, lessons learned from running the MOOC are discussed. Findings from this first empirical study on a Chinese MOOC informs researchers and practitioners interested in introducing MOOCs to Chinese students.
Conference presentation of initial outcomes of this study: Chen, W., Jia, J., Miao, J., Wu, X. Wang, A., & Yang, B. (2015). Assessing students’ learning experience and achievements in a medium-sized Massively Open Online Course. The 15th IEEE International Conference on Advanced Learning Technologies (pp.15-16). doi: 10.1109/ICALT.2015.69
Content presentation and media use of online boating education courses
Conference Presentation: Moore, J., Chen, W. & Kulp, G. (2010). Determining effective media use and content organization for online boating education courses. American Educational Research Association 2010 Annual Meeting (AERA 2010).
Abstract: This research focuses on the impact of media use and content organization in online boating education courses. We focused on three NASBLA approved boating education courses that had different methods for delivering the same content. Participants were assigned to one of six groups, where they would learn material from one course, then compare the usability to another course. The findings revealed that students performed better with animation, text narration, structured content organization, and lesson summaries performed better than students within courses with only text explanations and no summaries. In addition, learners preferred the ability to control media rather than automatic play and inability to control speed. These findings will lead to better design standards for the boating education courses.
Journal Article: Chen, H., Moore, J. L., & Chen, W. (2015). Understand and analyzing learning objects: A foundation for long-term substantiality and use for e- learning. Knowledge Management & E-Learning, 7(2), 280–296.
Abstract: In this paper, we investigated the genres of learning objects within eight e-Learning courses that provide boating instruction in the United States. Guided by findings from our literature review, five genres of learning objects (LOs) emerged during our analysis, including non-interactive graphic, interactive graphic, interactive text feedback, non-interactive animation, and interactive animation. We surveyed the use of each genre of learning objects within the courses and explored potential management mechanisms of learning objects in digital repositories. Our genre analysis provides a foundation for appropriate deconstruction of LOs into components, which can assist with the management of digital repositories. Effective deconstruction of LOs allows instructors and designers to successfully discover LOs that they need and reuse them in new learning units.
Conference presentation of initial outcomes of this study:
Chen, H., Moore, J., & Chen, W. (2009). A genre analysis of media objects on E‐learning: A survey of six online boating instruction websites. Proceedings of the American Society for Information Science and Technology, 46(1), 1-5. doi:10.1002/meet.2009.1450460334. Abstract: http://onlinelibrary.wiley.com/doi/10.1002/meet.2009.1450460334/abstract
Chen, H., Moore, J., Chen, W. & Kulp, G. (2009). The use of media objects in E-learning: A genre analysis of eight online boating education websites. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 3527-3531). Chesapeake, VA: AACE. Abstract: http://editlib.org/p/31989/
4. Survey of E-learning methods
Journal Article (in Chinese): Li, M. & Chen, W. (2006). E-Learning methods: Theoretical perspective (in Chinese). Open Education Research, 12(2), 18-22.
Abstract: The value of theory work is to offer guidelines and analyses for practices, while practices by human beings always try to learn from theory. Therefore, it is believed that human practices could be explained and analyzed by theory. This paper aims at providing theoretical analyses for some of emerging E-learning methods, including mobile learning, distributed learning, adventure learning, adaptive learning, WebQuest, CSCL and blended learning, which are all promoted by the advancement of information technologies.
5. Individualized Case studies for online learning
Fang, J., & Chen, W. (2022) Pick a Path that Leads to Rome: Individualized Case Studies in an Online Professional Development Certificate Course. OLC Innovate 2022. Delas, TX.
In this paper, we propose the individualized case studies as an effective approach to address professional learners’ needs, ultimately improving their learning efficiency and efficacy.
6. An online Intensive Spanish Course for undergraduate medical students
Moak, J.; González, J; Chen, W. Velásquez, F.; Martínez, V; McMurry, T.; Keller, E. (2022) An On-line Medical Spanish Course involving Guatemalan Instructors Improves Medical Students' Spanish Language Proficiency: A Retrospective Pre-Post Analysis. University of Virginia Medical Education Week Poster Session . * Among the Posters Selected for Oral Presentations
Journal submission under review
As the Latino population in the United States (U.S.) continues to increase, our health care system faces a growing need to provide language concordant care for Spanish-speaking patients. More than three quarters of U.S. medical schools provide some degree of Spanish language instruction, but little data exists on best practices. This study sought to determine whether a novel on-line medical Spanish course would be effective at improving students’ Spanish proficiency.