Leveraging Learning Experience Design to Support Student Learning Behaviors in Online Undergraduate Courses

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Understanding Issues in Online Instructional Design

Abstract

Higher education may benefit from investigating alternative evidence-based methods of online learning to understand students’ learning behaviors while considering students’ social cognitive motivational traits. Researchers conducted an in situ design-based research (DBR) study to investigate learner experience design (LXD) approaches deployed and tested through an instructor-designer developed online course grounded in the Situated Cognition Theory framework. This study (N = 181) assessed associations of students’ social cognitive motivational traits (self-efficacy, task-value, self-regulation) influencing their learning behaviors (engagement, elaboration, critical thinking) resulting from the LX design. Social cognitive motivational traits were positively predictive of learning behaviors. Results suggest the potential mechanisms underpinning LX design and students’ learning behaviors are likely the result of dynamically catalyzing social cognitive motivational factors.

Authors

• Brad Hughes, University of California - Irvine

• Joseph Wong, University of California - Irvine