Supporting Peer Instruction with Evidence-Based Online Instructional Templates

Abstract

This work examines whether templates designed from principles of multimedia learning design, and learning sciences research, can support peer instruction in creating more effective educational content on the web. Initial results show that the structure and guidelines within these templates can help novices produce meaningful learning content while improving the overall learning experience. This experiment provides insights into how to design and implement structured outlines online for web users to share learning content, and potentially shift researchers' focus to more learner-centered online education.