An Exploration of Dynamic Decision-Making That Supports the Design of Authentic Learning Experiences in Online Environments
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| Title: | An Exploration of Dynamic Decision-Making That Supports the Design of Authentic Learning Experiences in Online Environments |
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| Language: | English |
| Authors: | Jill E. Stefaniak, Meimei Xu, Fan Yang |
| Source: | Online Learning. 2025 29(2):47-80. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Decision Making, Online Courses, Authentic Learning, Futures (of Society), Instructional Design, Learning Experience, Barriers, Context Effect, College Faculty, Teacher Attitudes |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | This study aims to examine the dynamic decision-making of faculty who teach instructional design courses when they design authentic learning experiences in digital learning environments, with a special focus on how they engage in environmental analysis, dynamic decision-making, promotion of knowledge acquisition, as well as the challenges they meet within their design process. Semi-structured interviews were conducted on thirteen faculty who had experience integrating authentic learning into their online course design. A constant comparative method is employed to generate a total of six themes within the research focuses of this study. The study concludes by stating that the synergy between environmental analysis and dynamic decision-making supports the design of an authentic learning environment, which, in turn, helps instructional designers to leverage contextual factors to promote authentic learning experience. Implications are discussed, and limitations as well as suggestions for future studies are also provided. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474340 |
| Database: | ERIC |
| Abstract: | This study aims to examine the dynamic decision-making of faculty who teach instructional design courses when they design authentic learning experiences in digital learning environments, with a special focus on how they engage in environmental analysis, dynamic decision-making, promotion of knowledge acquisition, as well as the challenges they meet within their design process. Semi-structured interviews were conducted on thirteen faculty who had experience integrating authentic learning into their online course design. A constant comparative method is employed to generate a total of six themes within the research focuses of this study. The study concludes by stating that the synergy between environmental analysis and dynamic decision-making supports the design of an authentic learning environment, which, in turn, helps instructional designers to leverage contextual factors to promote authentic learning experience. Implications are discussed, and limitations as well as suggestions for future studies are also provided. |
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| ISSN: | 2472-5749 2472-5730 |
