Proposing a Seamless Learning Experience Design (SLED) Framework Based on International Perspectives of Educators from Five Higher Education Institutions

Autor/inn/en	Hambrock, Helga; de Villiers, Frelét
Titel	Proposing a Seamless Learning Experience Design (SLED) Framework Based on International Perspectives of Educators from Five Higher Education Institutions
Quelle	In: Electronic Journal of e-Learning, 21 (2023) 1, S.52-68 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hambrock, Helga) ORCID (de Villiers, Frelét)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Learning Experience; Higher Education; College Faculty; Teacher Attitudes; Instructional Design; Instructional Innovation; Quality Assurance; Electronic Learning; Foreign Countries; South Africa; United States; Netherlands; New Zealand; Malaysia + Suchen Sie Ihr Suchwort? Lernerfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Lehrerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Educational Innovation; Bildungsinnovation; Qualitätssicherung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA; Niederlande; Neuseeland
Abstract	Since seamless learning (SL) is still a rather unknown concept in higher education many educators classify it under the same categories as mobile, blended, online or hybrid learning. The purpose of this study is firstly to clarify the historical evolvement of the seamless learning concept over the past decades and, to position the seamless learning concept as it is understood today. Secondly, to find the most important concepts which can be proposed for a useful seamless learning experience design framework to assist educators with their course design. Considering this context, the research question for this study is formulated as follows: "Which concepts constitute a seamless learning experience design framework for students in higher education?" To answer this question, an inductive qualitative research analysis was conducted by collecting data from educators from countries on five continents on their views on this topic. Following a thematic coding approach of the combined dataset, five emerging themes crystallised, and are presented as part of a proposed Seamless Learning Experience Design (SLED) framework. They include core, positive, practical, human and design concepts -- including sub-themes. The framework contributes to quality assurance processes in e-learning practices by providing a guide for developing seamless learning experiences for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01