Assignment help




Our case study research at one of the world’s highest-ranked providers of online and blended learning for graduate management education confirms an emerging problem: At each of three interfaces within those delivery models, today’s digitally literate students are growing impatient with andragogy that predates their routine use of contemporary digital technologies. For each of those three interfaces, we respond by proposing innovative instructional designs that draw upon cognitive and social psychology theories that explain and predict how humans learn. At the interface of self-directed learning (i.e., homework), we invoke motivation theory to propose the use of narrative animated videos (“NAVs”) as a cognitive/affective device for inducing immersion and enhancing satisfaction and learning outcomes. We summarize recent experimental results that confirm our theorizing. At the interface of team-based collaborative learning, we propose a problem-based-learning model that invokes accountability as a full mediator of user motivation and informs a peer assessment device that enables feedback and reflection in near-real time. At the interface where learning outcomes are measured, we propose the use of a self-assessment method that, by cultivating students’ capacity for self-regulation, enhances satisfaction and learning outcomes. For each summary proposal, we anticipate full theoretical and empirical studies. Keywords: blended learning, graduate management education, multimedia learning.


电子邮件地址不会被公开。 必填项已用*标注