EDGI900 - Introduction to Technology in Education Assessment 3 2026 | University of Wollongong

EDGI900 Assessment 3

With a quick shift from traditional face-to-face classes to studying digitally/remotely, the COVID-19 epidemic profoundly impacted the way people teach and learn. Schools utilized an innovative method of remote teaching/learning by integrating technology into education during the period of social distancing in order to keep courses continuing and focus on connectivity, adaptability, and student-centred learning. This allowed students to access their classes remotely in convenience and flexibility inside their homes (Sun & Rueda, 2012). However, as technology-mediated learning experiences (Henrie et al. 2015) are becoming standard for today's students, discussions on the students' engagement in online learning are increasing. The four articles discussed in the paper discourse different strategies for improving student engagement during online teaching/learning.

Article 1: An Instructional Design Framework for Fostering Student Engagement in Online Learning Environment (Czerkawski & Lyman III, 2016).

Theme, Scope, and Intended Audience

The article offers an overview of the literature on student engagement, which is a crucial topic in online learning. This article offers an instructional design framework, i.e. E-Learning Engagement Design (ELED) as a framework that incorporates instructional design models' strategies consisting instructional needs, instructional objectives, learning environment and summative assessments in order to integrate better practices for students' involvement in online learning. It is a synthesis of 'existing research literature' (p. 533) which is best intended towards online teachers/instructors and school/university leadership team.

Description of the Study and Findings

The article is majorly based on Lee and Jang (2014) logical framework of instructional design model development, grounded on the analysis of 20 different researches on instructional design (p. 533). The ELED framework process discussed in the article is divided in four phases. The first phase on achieving student engagement starts with identification of instructional needs. The researcher pinpoints that the 'learner analysis' (leaners' backgrounds, needs, performance problems, motivation) is crucial for instructional design in this phase (p.535). The second phase comprises of defining instructional goals and objectives. Though, the article lacks prescription of specific method for this phase, it is more directed towards instructor's identification of purpose, specific objectives supporting the goals and professional standard. The third phase focuses on design and development of learning environment. In this phase, 'interaction and collaboration' between both students and instructor is prioritized with emphasis on instructor's 'facilitation skills' and 'teaching presence' in order to encourage student engagement, under different circumstances (p. 536-537). It also includes feedback as astrategy for active participation as well as allocation of need-based technology and media