Department of Industrial Engineering, UiT, The Arctic University of Norway, Lodve Langesgate 2, Narvik 8514, Norway.
Center for Teaching Learning and Technology, UiT, The Arctic University of Norway, Tromso 9019, Norway.
Eval Program Plann. 2024 Apr;103:102409. doi: 10.1016/j.evalprogplan.2024.102409. Epub 2024 Feb 13.
Learning design has a multifaceted nature requiring a range of course- and institutional considerations. Analyzing the decision criteria's influence on research-based learning design helps understand the causes of the success/failure of the approach in achieving the teaching goals to improve the study programs. This study explores the interrelationship between the curricular and pedagogical criteria for research-based learning design decisions at the undergraduate level. For this purpose, the DEcision-MAking Trial and Evaluation Laboratory (DEMATEL) method is used to systematically analyze the decisive criteria and their causal relationships. Feedback from education professionals and university professors from Scandinavian universities is used to validate the pedagogy decision framework and provides input into the DEMATEL method. The student's role in the course is identified as the central criterion, featuring the highest level of interactions in the network of curricular and pedagogical decision criteria. Results are supportive of the identified institutional and course-specific criteria as prerequisites for the study outcomes.
学习设计具有多方面的性质，需要考虑一系列课程和机构因素。分析决策标准对基于研究的学习设计的影响有助于了解该方法在实现教学目标以改进学习计划方面成功/失败的原因。本研究探讨了本科阶段基于研究的学习设计决策的课程和教学标准之间的相互关系。为此，使用决策试验和评价实验室 (DEMATEL) 方法系统地分析决定性标准及其因果关系。来自斯堪的纳维亚大学的教育专业人员和大学教授的反馈用于验证教学决策框架，并为 DEMATEL 方法提供输入。学生在课程中的角色被确定为核心标准，在课程和教学决策标准的网络中具有最高水平的互动。结果支持确定的机构和课程特定标准作为学习成果的前提条件。
