Page 97 - International Perspectives on Effective Teaching and Learning in Digital Education

Digital Standard for the Design of Inclusive and Effective Online Courses in Higher Education

Table 1 Characteristics of Included Studies
Authors, Year Framework type Educational content Key findings
Kerman et al., Conceptual Higher education Examines the key factors for
(4) framework for online online peer feedback, including
peer feedback student characteristics, learning
environments and feedback
processes, and proposes a
guiding framework.
Choi-Lundberg Systematic review Digital innovations in Identifies eight categories
et al. (3) framework higher education of digital technologies and
emphasises the need for better
evaluation and reporting
standards.
Manian & Pius, Quality measurement Online higher education, DIGIQUAL overcomes the
(3) framework focus on management limitations of existing models
(DIGIQUAL) courses and provides a robust tool to
assess the quality of online
teaching, student satisfaction
and engagement.
Guàrdia et al., Transformative Higher education Defines key trends in
(1) framework technology, pedagogy and
(Intelligent, organisation and provides a
Distributed, framework for next generation
Engaging, Agile, pedagogy.
Situated – IDEAS)
Kim & Gurvitch, Theoretical Online education in Systematic review of 3 studies
() framework higher education, focus on to identify effective online
(Community of Kinesiology teaching strategies and student
Inquiry) learning outcome variables.
Campbell Evaluation framework Online cancer education Finds online cancer education
et al. (19) (Kirkpatrick’s four– for nurses and allied health appealing but points to limited
level model) professionals validated evaluations and
assessments of clinical impact.
Marciniak (18) Integrative Online higher education Develops a validated model that
assessment model programmes integrates programme quality
assessment and continuous
evaluation using 14 dimensions
and 81 indicators.
Smith et al. Theoretical Online/blended learning Reviews the application of
(17) framework in higher education and Wenger’s Communities of
(Community of professional development Practise framework and
Practice) identifies key trends and
research directions in the field of
social learning
Wang et al. Complex adaptive Blended learning in higher Uses a systemic approach to
(15) systems framework education blended learning and identifies
research gaps and opportunities
through a review of 87 empirical
studies.

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