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Journal Issue
Volume 15 Issue 2 / May 2017  pp105‑198

Editor: Rikke Ørngreen, Karin Levinsen

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Editorial for EJEL Volume 15 Issue 2  pp105‑106

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Active Learning: Engaging Students To Maximize Learning In An Online Course  pp107‑115

Arshia Khan, Ona Egbue, Brooke Palkie, Janna Madden

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Hypermedia Reading Materials: Undergraduate Perceptions and Features Affecting their Reading Comprehension  pp116‑125

Nurul Adila Hamdan, Maslawati Mohamad, Shahizan Shaharuddin

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Open Distribution of Virtual Containers as a Key Framework for Open Educational Resources and STEAM Subjects  pp126‑136

Alberto Corbi, Daniel Burgos

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Iphras as an E‑Learning Platform for Idiomatic Competence  pp137‑143

Teodora Kiryakova-Dineva, Milena Levunlieva, Vyara Kyurova

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Lessons Learned From Implementing E‑Learning for the Education of Health Professionals in Resource‑Constrained Countries  pp144‑155

Manu Gupta, Sophie Marsden, Tony Oluka, Reetu Sharma, Henry Lucas

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An Evaluation of the Effectiveness of the use of Multimedia and Wiley Plus Web‑Based Homework System in Enhancing Learning in The Chemical Engineering Extended Curriculum Program Physics Course  pp156‑173

Moses Basitere, Eunice Ndeto Ivala

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The Mediating Effects of Germane Cognitive Load on the Relationship Between Instructional Design and Students’ Future Behavioral Intention  pp174‑187

Jamie Costley, Christopher Lange

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Abstract

Instructional design is an important aspect of the learning experience within formal online courses. One way in which online instructional design may benefit students is by increasing their future behavioral intention to use educational materials. This is important because research has revealed that students’ use of educational resources is strongly connected with academic success. Additionally, higher quality instructional design will increase students’ levels of germane cognitive load, which is a powerful indicator of learning. This study surveyed a group of students (n = 1314) who participated in formal online classes in South Korea to investigate the relationships between instructional design and germane load, germane load and future behavioral intention, as well as instructional design and future behavioral intention. Results showed positive correlation among each of these relationships. Furthermore, a mediation model was used, and results showed that germane load completely mediates the relationship between instructional design and future behavioral intention. These relationships are examined to better understand learning and future behavioral intention in relation to instructional design within online learning environments. 

 

Keywords: behavioral intention, cognitive load, germane load, e-learning, instructional design, MOOC

 

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Community in Online Higher Education: Challenges and Opportunities  pp188‑198

Lily A. Arasaratnam-Smith, Maria Northcote

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