Proposing a seamless learning experience design (SLED) framework based on international perspectives of educators from five higher education institutions
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Date
2022
Authors
Hambrock, Helga
De Villiers, Frelet
Journal Title
Journal ISSN
Volume Title
Publisher
Academic Publishing International Limited
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 first 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 tool for developing seamless learning experiences for students.
Description
Keywords
Seamless learning, Seamless learning experience, Innovation, Technology in education, Framework
Citation
Hambrock, H., & De Villiers, F. (2023). Proposing a seamless learning experience design (SLED) framework based on international perspectives of educators from five higher education institutions. Electronic Journal of e-Learning, 21(1), 52-68. https://doi.org/10.34190/ejel.21.1.2497