E-learning

The Incorporation of Gamification into Instructional Design Strategies

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The Incorporation of Gamification into Instructional Design Strategies

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

The emergence of e-learning tools is enhancing the training practitioner’s approach to instructional design (ID) and the implementation of effective teaching strategies in training and educational program construction. As technologies evolve the approach to the use of these technological tools also needs to evolve. There are several newer technologies that can be applied to the online, e-learning environment. These tools should be considered for use as part of functional teaching strategies and incorporated into the instructional design process. One of these e-learning technologies is gamification.

The article “Integrating gamification and instructional design to enhance usability of online learning”, Ghai & Tandon (2023), explores research into the idea of using the instructional design process as a method to tailor gamification, as an e-learning tool, to specific educational and training environments. By using parameters that are established for a particular learning proposal, as part of the instructional design process, gamification becomes a useful part of effective teaching strategies. Leaning outcomes, using a restrained, purposeful approach to the implementation of gamification as a teaching tool, have exhibited a positive correlation when this technology is incorporated into a training program’s teaching methodologies. This information is directed towards educators and instructional designers with the premise of encouraging them to use gamification as an effective information delivery tool.

Category: E-Learning, Gaming, Instructional Design/Program Development, Teaching Strategies

Reference:

Ghai, A. & Tandon, U. (2023). Integrating gamification and instructional design to enhance usability of online learning. Education and Information Technologies, 28, 2187-2206. https://doi.org/10.1007/s10639-022-11202-5

Instructional Design Interconnected with eLearning

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

eLearning has become an important tool for education and training in today’s world. In the article “Instructional Design: The Brain and Heart of eLearning”, Satyabrata Das (2023) refers to instructional design as the heart and brain of eLearning. No different from an in-person classroom setting, instructional design is a major piece of an eLearning program and one of the most widely used methods for the design is the ADDIE cycle. The design of the program is what makes eLearning successful, engaging, ensures the learners needs are met, and that it is aligned with the instructional objectives. 

The article is published on eLearningIndustry.com, which is one of the largest knowledge sharing platforms for learning and development, and human resources. The articles published on this site are by reputable individuals. Satyabrata Das (2023) is the Founder and CEO of HexaLearn and has experience in planning and implementing programs. This article could be a great resource for individuals in the space of learning and development since it provides insights from experienced individuals. 

Reference

Das, S. (2023, October 4). Instructional design: The brain and heart of eLearning. eLearning Industry. https://elearningindustry.com/instructional-design-the-brain-and-heart-of-elearning  

Winning Models for Effective Learning 

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This post is provided by guest blogger, Bianca Henderson, a graduate student at the University of St. Francis in Joliet, MS in Training and Development Program. 

In the article “8 Effective Instructional Design Models in 2025,” Gupta (2024) reviews eight well known instructional design models that guide the creation of engaging educational content. Key models include the ADDIE framework, which emphasizes analysis, design, development, implementation, and evaluation; Bloom’s Taxonomy, which categorizes learning objectives; and Merrill’s Principles of Instruction, focusing on real-world relevance. Other models include Gagne’s Nine Events of Instruction, the Dick and Carey Model, the Kemp Design Model, Action Mapping by Cathy Moore, and the SAM Model. Each framework offers unique strategies to enhance training effectiveness and learner performance.  

Gupta’s article “8 Effective Instructional Design Models in 2025” (2024) serves as a valuable resource. By outlining well established models, it offers insights into diverse approaches to improve learner engagement and performance. This information would particularly interest instructional design students and corporate trainers looking for effective strategies to implement in their programs.  

Category: Instructional Design, Teaching Strategies, E-Learning 

Reference: Gupta, D. (2024, December 17). 8 effective instructional design models in 2025. Whatfix. https://whatfix.com/blog/instructional-design-models/ 

How to Implement eLearning In an Effective Manner?

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This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

Despite the growth of eLearning, for most, education continues to mean classroom sessions with teachers.  As the world continues to evolve, so does education.  While most organizations are onboard with eLearning, it takes time to learn to skills and techniques to make it successful.  Implementing eLearning requires three basic steps:  Planning, implementation itself, and evaluation.  During implementation, it is important to keep common challenges, such as lack of student engagement and technological hurdles, at the forefront.  Assessing your needs, planning your courses and goals, and communicating with all parties throughout the process are all key to a successful launch.

Sergi Movchan’s (2025) article How to Implement eLearning In an Effective Manner? provides a straightforward explanation of the process of identifying the process for implementing an eLearning system.  He begins by identifying the common challenges that organizations face during this process.  This is followed by outlining basic tips that any organization can follow to ensure a successful launch.  Throughout the article, he links to other articles that help expand on many of the steps that are required.  This article is a great primer for anyone who is looking to begin the process of implementing an eLearning program.

Reference: Movchan, S. (2025, February 28).  How to implement eLearning in an effective manner?  Racoon Gang. Retrieved from https://raccoongang.com/blog/how-implement-elearning-effective-manner/

Take Control of Your Education 

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

In the article, “Student Choice in Virtual Learning: Empowering Autonomy Online”, Pustka (2024) states that online education offers students more autonomy through choice. This not only empowers students to make decisions about learning it also builds skills like self-regulation, critical thinking and motivation. The article illustrates the benefits of incorporating student choice into virtual classrooms. Pustka mentions that when students have a say they are deeply engaged, develop independence, and their retention of the information improves.  Overall, student choice is transformative in the virtual learning space because it provides students an opportunity to be creative, engage, and grow. 

This article is published by the National Virtual Teacher Association, which is an association that offers certification for virtual teachers. The association’s mission is to inspire virtual teachers to provide excellent instruction. The association also consist of an advisory board with extensive knowledge in virtual instruction. I think this website and articles provided by the association are great tools for virtual teachers. 

Reference

Pustka, B. (2024, November 30). Student choice in virtual learning: Empowering autonomy online. National Virtual Teacher Association. https://virtualteacherassociation.org/student-choice-in-virtual-learning-empowering-autonomy-online

Instructional Design Strategies for eLearning

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This post is provided by guest blogger, Darryl Barrios, graduate student University of St. Francis, MS Training and Development program

Instructional design strategies play an important role in creating effective courses, and eLearning courses are no exception. When it comes to online learning you need more than engaging content, you need a strategic approach. Instructional Design helps you to create structured, engaging, and personalized learning experiences. To create an effective instructional design strategy there are five components that you need to consider. They are content, visuals, media, assessments, and technical aspects.  If these five items are considered alongside your core instructional design principles, you should be able to create a strategy that provides an engaging experience for your learners.

Dr. Sandhya Johnson’s (2025) article Instructional Design Strategies for eLearning [What, Why, & How] contains not only an exploration of how instructional design strategies serve as the key to creating impactful eLearning courses, but it also includes important background information, such as the differences between instructional design models and instructional design strategies, that help those who may be approaching these concepts for the first time a clear explanation of how the discussed concepts fit together.  She also provides examples of some of the most popular instructional design strategies.  My only criticism would be the lack of analytics regarding the chosen examples.

Reference: Johnson, S. (2025, March 18). Instructional design strategies for eLearning [What, Why, & How]. CommLab India. https://blog.commlabindia.com/elearning-design/instructional-design-strategy-importance-in-elearning

What do you prefer?

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This post is provided by guest blogger, Stephanie DeFrancesco, graduate student University of St. Francis, MS Training and Development Program. 

Online learning has become very popular in the past few years, but is it what students prefer? In the article, Ong et al. (2024) discusses the seven reasons why students prefer in-person classes rather than online classes. The classroom gives students a sense of “togetherness,” and they find it easier to stay focused and motivated. Student also appreciate the sense of routine. Going to class and being able to ask questions and communicate in that moment. The article discusses how online learning seems to impede learning and social interaction. 

I do recommend this article, because I feel that we are always looking for the positives of e-learning. We assume many students prefer e-learning, but there is a great percentage that still prefer in-person classes. E-learning is becoming more available for classes, because they are easy to access from anywhere and can be done at any time, but some students still feel that attending class gives them a sense of belonging and interacting with instructors and students. I find that I prefer in-person learning for certain classes, because I feel I am able to stay focused and get more from the class. 

Ong, J. et al. (2024, November 16). 7 missing pieces: Why students prefer in-person over online classes. University Affairs. https://universityaffairs.ca/features/7-missing-pieces-why-students-prefer-in-person-over-online-classes-2/ 

Enhancing Engagement in Virtual Synchronous Classrooms

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This post is provided by guest blogger, Rachel Dobrich Ruffetti, a graduate student at the University of St. Francis in Joliet, working towards the Talent Development Certificate.

The article, “Identifying Pedagogical Design and Implementation of Synchronous Virtual Classrooms” by Karabey and Karaman (2024), analyzes 53 instructional activities categorized into 11 themes based on Robert M. Gagne’s teaching framework. The study evaluates technical and environmental control, clarity, introductory activities, technological tools, course materials, interaction, feedback, time management, summarization, and self-assessment. It emphasizes how these themes enhance cognitive processing, student engagement, and instructional effectiveness. Recommendations include optimizing technology use, minimizing distractions, fostering interaction through collaboration tools, summarizing key points, providing timely feedback, and managing time efficiently. Implementing these recommendations can improve virtual learning experiences by making lessons more structured, engaging, and effective.

This peer-reviewed study is valuable for higher education instructors designing synchronous virtual courses. It offers research-supported recommendations to enhance student engagement and instructional quality. By integrating interactive tools, instructors provide opportunities for students to engage directly with learning materials. They can utilize these platforms to provide meaningful feedback and tailor instruction to students’ unique needs. As technology advances, educators must refine their virtual teaching strategies to remain effective. These efforts will create inclusive learning environments that enhance participation, interaction, convenience, and efficiency. Karabey and Karaman’s compilation of activities and applications provides a practical guide for instructors to conduct virtual classrooms effectively. 

References

Sinem Cilligol Karabey, & Selcuk Karaman. (2024). Identifying pedagogical design and implementation of synchronous virtual classrooms. International Review of Research in Open and Distributed Learning, 25(2), 132–154. https://research-ebsco-com.ezproxy.stfrancis.edu/linkprocessor/plink?id=6bb4edba-b6f3-3c25-9aa6-60cfbcf9df09 

The Importance of Student Management in E-learning Environments

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This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program.

The emergence of e-learning as a streamlined education and training platform has created the need for the development of management and support methodologies. As more learning institutions and organizations include digital learning platforms as part of their normal learning environments, the need to manage the platforms and support the stakeholders exists. This includes providing a framework for assessing both the technology itself as well as its effects on a variety of areas including development, training, students, the organization, and other participants. In the area of student achievement, managing the student’s experience becomes an important part of student success.

The article “Managing university e-learning environments and academic achievement in the United Arab Emirates: An instructor and student perspective”, Fernandez et al., (2022) explores the effect of different e-learning student management approaches on student outcomes. The research focuses on how to enhance students’ e-learning experiences and academic achievement using an integrated student management approach. It utilizes literature reviews of previous research and expands on these findings. The findings suggest that using an e-learning approach that engages both the student and the instructor in meaningful ways positively affects student achievement. The importance of taking into consideration the entirety of the students’ needs is a key finding of the research. This information is useful for university leaders and instructors when considering the success of their e-learning programs.

Category: E-learning, Instructional Design/Development, Teaching Strategies

Reference:

Fernandez, A.I., Radaideh, A., Sisodia, G., Mathew, A., Jimber del Río, J. A. (2022). Managing university e-learning environments and academic achievement in the United Arab Emirates An instructor and student perspective. PLoS ONE, 17(5). https://doi.org/10.1371/journal.pone.0268338

Unlocking Student Success with Digital Learning Logs 

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This post is provided by guest blogger, Samerah Saad, graduate student University of St. Francis, MS Talent Development program. 

Arizmendi et al. (2023) highlights how Learning Management Systems and utilization of digital logs can provide insights to student performance and outcomes. This would be utilized to assess e-learning environments and their ability to understand the unique interaction patterns for the student. Moreover, this would also be used to analyze the data to calculate trends among all class members. This will be helpful to see how long each student is spending on coursework in comparison to the grades they are earning. The authors highlight how essential it is to enhance the learning experience through diverse learning approaches, standardization, instructional strategies, and proper use of technological tools/resources. 

I recommend this article’s approach to put into practice many of the theories circling successful approaches to e-learning. However, there are concerns on how these digital logs can gather information to be utilized effectively in an ethical manner. I am concerned about how thoroughly they will need to dive into student data without privacy concerns. Additionally, just because an individualized student demographic is inputted into the algorithm, I worry about overcoming any stereotypical notions and assess the student fairly. Personalized education was a major selling point but, unfortunately, there was no data supporting the same results for diversified in-person learning. 

Reference:

Arizmendi, C. J., Bernacki, M. L., Raković, M., Plumley, R. D., Urban, C. J., Panter, A. T., Greene, J. A., & Gates, K. M. (2022). Predicting student outcomes using digital logs of learning behaviors: Review, current standards, and suggestions for future work. Behavior Research Methods, 55(6), 3026–3054. https://doi.org/10.3758/s13428-022-01939-9Links to an external site.