Exploring e-learning practices and instructional design principles

Abstract

Purpose: The general aim of this research is to contribute to the advancement of the existing knowledge on e-learning practices. This will be conducted by exploring the considerations of specialist teachers and counsellor regarding the opportunities and challenges associated with various instructional design principles in e-learning practices at Tokio School E-learning. Theory: A situated learning theory by Lave and Wenger, Community of Practice (CoP) and Community of Inquiry (CoI) was chosen as the basis for this study. Method: The research can be characterized as a qualitative inquiry involving semi-structured interviews to generate insights. The interviews were recorded, transcribed, and subsequently analysed using reflexive thematic analysis. Results: This study focused on understanding how teachers and counsellors at Tokio School engage with e-learning platforms. Through interviews and analysis, insights were gained into their perceptions and experiences with instructional design principles. The interviews provided an opportunity to explore personal challenges with the platforms and document a range of experiences. Overall, the findings shed light on the considerations and perspectives of educators and counsellors regarding e-learning, highlighting areas for improvement and potential strategies for enhancing the effectiveness of instructional design in the organization.