A novel approach to distance education and instructional design: A model that uses cognitive and neuro-science research to inform the design of online learning environments.

摘要

The purpose of this study is to look at the factors that lead to isolation, lack of student inspiration and motivation, lack of student engagement and lack of student retention in the asynchronous online learning environment and how using cognitive and neuroscience research can inform the design of an interactive user interface model to address these factors. This study will address deficits in the research literature pertaining to the design of online learning environments that actively use cognitive science, neuroscience, and the science of design to aid in the overall efficacy of distance education.;The instrument used in this study was researcher designed "Inventive Investigative Instrument" (Osler, 2012) created under the direction and guidance of the thesis advisor. The data was analyzed using the Tri-Squared Statistical Meta-Analysis methodology. Results found that there are significant differences in the Tri-Squared Meta-Analysis of the research literature as it relates to the use of cognitive science, neuroscience, and the science of design to increase the overall effectiveness of distance education course design in terms of a Graphic User Interface model. Thus, this illustrates that there is a clear lack of relevant research regarding the use of cognitive science, neuroscience, and the science of design to truly create effective and engaging distance education online courses.