Journal of Online Learning Research and Practice
ciated with expensive equipment , many augmented reality applications now function on smartphones and tablets . In contrast , virtual learning environments ( VLEs ) may be fully immersive when using a headset , or semi-immersive when viewing a 3D environment on a monitor ( Fowler , 2015 ). Educators utilize VLEs across disciplines , grade levels , and modalities . Health profession educators use VLEs to simulate tasks difficult to replicate , such as surgery , in non-clinical settings . 360 video is one type of non-immersive VLE . Rupp and colleagues ( 2019 ) found that 360 video experiences that were more immersive led to positive student outcomes . Augmented reality , virtual reality , and 360 video technologies are common in online programs at institutions of higher education .
Adaptive learning , driven by algorithms and artificial intelligence , is a nascent technology awaiting widespread adoption ( Johanes & Lagerstrom , 2017 ). Benjamin Bloom ’ s famous study “ The 2-Sigma Problem ” concluded that one-to-one tutoring stimulated a learning effect size two times greater than typical classroom learning ( Bloom , 1984 ). Adaptive learning replicates the one-to-one tutoring experience at scale for each student in a course , based on complex algorithms that factor subject domain knowledge and student learning behaviors ( Johanes & Lagerstrom , 2017 ). For students , the optimal net effect is a personalized learning experience — even in large online lecture courses ( Arizona State , 2019 ). “ Based on the proliferation of adaptive learning in the corporate and academic worlds , it is certain that they are here to stay ” ( Johanes & Lagerstrom , 2017 , p . 11 ). Uncertainties and potential drawbacks to adaptive learning include data privacy and security , the potential for human-created algorithms that discriminate , and the need to account for identity and affect ( Avella et al ., 2016 ; Johanes & Lagerstrom , 2017 ).
Research Question 3 asked , “ How has research from the Learning Sciences and Mind , Brain , and Education Science influenced instructional design and pedagogy ?” Technological innovation has expanded instructional options and modalities for institutions of higher education , while simultaneously causing challenges to access , equity , functionality , and cost . Education technology researchers publish continuously about the importance of emphasizing pedagogical content strategies facilitated by technology . Learning Sciences , MBE principles , and pivotal pedagogy offer direction in this area . The Learning Sciences provide seminal research to support distance education instructional design and learning environments . MBE principles provide a framework to support distance education instruction by expanding current instructional design models and pedagogy through advancements in neuroscience research . Instructor knowledge of important learning factors such as working memory , cognitive load , scaffolding , modeling , retrieval practice , and so forth may help facilitate learning with advanced technologies in webbased environments . MBE principles are foundational to pedagogy even as instructional technologies evolve . IHEs
36