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Considerations to inform learning designers’ decisions when selecting strategies for learning events in higher education
Author(s)
Claassen, Alrike
Date Issued
2020
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The increasing number of unemployed youths in South Africa is a growing concern. In
addition to high levels of poverty, restricted education provision and limited facilities have
resulted in numerous students facing a bleak future. Against this background, higher
education institutions should embrace change to accommodate more poor students. Some
HEIs respond to this by adopting a multimodal approach through the designing learning of
events across various modes of delivery, in order to maintain consistency. This in turn
presents a challenge to learning designers. This study expatiates on the challenge faced by
learning designers during the decision-making process when planning and designing a
learning event with multiple modes of delivery. The main research question which underpins
this study is: What are the considerations which learning designers should take into account
during the planning, designing and development of a multimodal learning event, taking into
consideration the Cronjé four-quadrant model? For this purpose, I conducted a single looped
design-based research, comprising a partially mixed sequential dominant status design to
ensure research rigor. Following a systematic literature review I was able to extract
constructs to be used during the qualitative and qualitative phases of the study. The
quantitative component provided a structured selection of participants. Using the Cronjé
four-quadrant model as framework, I was able to map modules, using an instrument, the
OCIA survey, developed by Elander. All of the quadrant related to the Cronjé four-quadrant
model contains both constructivist and behaviourist elements. However, the immersion
quadrant is low in both and was not further discussed in this study as it relates to incidental
learning and therefore not applicable to higher education. The integration quadrant is high
in both constructivist and behaviourist elements. The construction quadrant is high in
constructivist elements. The injection quadrant is high in objectivist elements. The qualitative
component comprised semi-structured interviews with the selected participants, and
elucidated the relevant data in order to address the sub-research questions. At the outset of
this study, it was unclear which aspects would influence the design of learning relating to
any of the quadrants of the Cronjé four-quadrant model. Learning designers should be
knowledgeable in order to consider the relevant aspects of how to apply the four-quadrants
model during the design of learning at higher-education level. Therefore, this study
elucidates the considerations important during the analysis phase. Following my
interpretation of the results I obtained, I propose a Learning Event Analysis Framework
(LEAF) tool for learning event design in higher education in this study. This analysis tool
holds practical application value for learning designers working in the multimodal higher
education field.
addition to high levels of poverty, restricted education provision and limited facilities have
resulted in numerous students facing a bleak future. Against this background, higher
education institutions should embrace change to accommodate more poor students. Some
HEIs respond to this by adopting a multimodal approach through the designing learning of
events across various modes of delivery, in order to maintain consistency. This in turn
presents a challenge to learning designers. This study expatiates on the challenge faced by
learning designers during the decision-making process when planning and designing a
learning event with multiple modes of delivery. The main research question which underpins
this study is: What are the considerations which learning designers should take into account
during the planning, designing and development of a multimodal learning event, taking into
consideration the Cronjé four-quadrant model? For this purpose, I conducted a single looped
design-based research, comprising a partially mixed sequential dominant status design to
ensure research rigor. Following a systematic literature review I was able to extract
constructs to be used during the qualitative and qualitative phases of the study. The
quantitative component provided a structured selection of participants. Using the Cronjé
four-quadrant model as framework, I was able to map modules, using an instrument, the
OCIA survey, developed by Elander. All of the quadrant related to the Cronjé four-quadrant
model contains both constructivist and behaviourist elements. However, the immersion
quadrant is low in both and was not further discussed in this study as it relates to incidental
learning and therefore not applicable to higher education. The integration quadrant is high
in both constructivist and behaviourist elements. The construction quadrant is high in
constructivist elements. The injection quadrant is high in objectivist elements. The qualitative
component comprised semi-structured interviews with the selected participants, and
elucidated the relevant data in order to address the sub-research questions. At the outset of
this study, it was unclear which aspects would influence the design of learning relating to
any of the quadrants of the Cronjé four-quadrant model. Learning designers should be
knowledgeable in order to consider the relevant aspects of how to apply the four-quadrants
model during the design of learning at higher-education level. Therefore, this study
elucidates the considerations important during the analysis phase. Following my
interpretation of the results I obtained, I propose a Learning Event Analysis Framework
(LEAF) tool for learning event design in higher education in this study. This analysis tool
holds practical application value for learning designers working in the multimodal higher
education field.
Additional information
Thesis (MTech (Design))--Cape Peninsula University of Technology, 2020
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