Abstract:

This study will address how pedagogy can be transformed to engage students and improve learning, and how education systems can support all teachers to teach, use, and deal with technology effectively. We will undertake an exploratory case study using a mixed-method approach. The conceptual framework that will be used to conduct this exploratory study is the meaningful online learning (MOL) design framework developed by Dabbagh, Marra, and Howland (2019). The MOL design framework promotes learning by doing. It involves the relationship between the three main components of pedagogical models for online learning (instructional strategies, learning activities, and learning technologies), and the five attributes of meaningful learning (active, constructive, intentional, cooperative, and authentic). The MOL design framework is used to guide instructional designers to design active, engaging, and authentic learning environments for effective learning experiences, by selecting instructional strategies compatible with learning activities and learning technologies to achieve the intended outcomes (Dabbagh, Marra, & Howland, 2019). The outcome of this exploratory study is to provide design principles that can be used as a guideline for designing effective courses in any format, online, blended, and even face-to-face courses.

Research Questions:
The overarching research questions guiding this study are as follows:
Q1. How is the Meaningful Online Learning Framework applied to redesign the course curriculum?
Q2. What is the impact of applying Meaningful Online Learning Framework to the course curriculum into students learning experiences?

Methodology:
An exploratory case study will be conducted using a mixed-method approach. The instruments and sources to be used are: pre-post course survey, a focus group discussion, and course analysis based on the MOL framework. This study will target undergraduate students who enrolled in the intended course at the Sultan Qaboos University in the Middle East. A face-to-face course is selected for this study. A comparison between the course syllabus before and after the application of MOL framework on course design will be analysed. Because the technology-enhanced learning environment is implemented in this selected course such as problem-based learning and community of practice, we will examine the potential of applying the MOL framework to the face-to face course due to the integration of technology in teaching and learning practices of the course.

Keywords:

Meaningful online learning (MOL), instructional strategies, learning activities, and learning technologies, active, constructive, intentional, cooperative, and authentic.