Student Experiences in Theory-Driven Learning Design (Poster 9)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Educators, Designers, and Researchers: Learning and Working With Learning Theories

Abstract

This study investigates student experiences in a masters-level course on learning theories within a learning design program. We examined reflections from 15 students to understand their struggles and successes in applying multiple learning theories to practical design tasks. Our analysis revealed four distinct clusters of student experiences. The findings underscore the importance of collaborative learning, peer feedback, and clear instructions in graduate-level education. Moreover, the study demonstrates the effectiveness of LENA as a methodological approach for understanding complex student experiences in multi-theoretical learning environments. These insights contribute to the field of learning design by providing empirical evidence for the value of integrating multiple learning theories in course design and offering a model for data-driven, theory-informed instructional improvements.

Authors

• Joyce Bibi Katompa, University of Alabama - Birmingham

• Jonan Phillip Donaldson, University of Alabama - Birmingham