Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research

Amelie Hanna; Lindsey Conner

doi:doi:10.11648/j.edu.20241304.16

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Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research

Amelie Hanna^*

, Lindsey Conner

Published in Education Journal (Volume 13, Issue 4)

Received: 8 June 2024 Accepted: 10 July 2024 Published: 1 August 2024

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Abstract

A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about learning outcomes. Education today is more interactive, and courses are increasingly multimedia-rich; therefore, syllabi need to be interactive as well. In designing and developing an interactive syllabus for Smart Training for Arabic-speaking Residents on Technology START e-Business Training, learners can visualize the structure of training, search its contents, access frequently asked questions, and explore additional resources. This paper discusses the best strategies used to design START e-Business Training's interactive syllabus and the tools employed to develop it, as a core component of the design-based research DBR methodology. The paper also outlines some challenges in developing an interactive multimedia-rich syllabus, especially with accessibility features, and proposes solutions to overcome these challenges from the perspectives of educators and learning designers. Additionally, the paper explores the iterative process of feedback incorporation and continuous improvement essential to maintaining the syllabus's relevance and effectiveness. By leveraging advanced technological tools and user-centric design principles, the interactive syllabus aims to enhance learner engagement and support diverse learning needs. The discussion includes an evaluation of the pedagogical impacts of the interactive syllabus and its potential to serve as a model for future educational design projects. Furthermore, the implications for broader application in various educational contexts are considered, highlighting the importance of adaptability and innovation in modern educational practices.

Published in	Education Journal (Volume 13, Issue 4)
DOI	10.11648/j.edu.20241304.16
Page(s)	191-198
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Interactive Syllabus, ADDIE Model, Design-Based Research DBR, Online Education, e-Learning, Adult Education, Business Education, e-Business Education

References

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APA Style

Hanna, A., Conner, L. (2024). Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research. Education Journal, 13(4), 191-198. https://doi.org/10.11648/j.edu.20241304.16

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ACS Style

Hanna, A.; Conner, L. Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research. Educ. J. 2024, 13(4), 191-198. doi: 10.11648/j.edu.20241304.16

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AMA Style

Hanna A, Conner L. Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research. Educ J. 2024;13(4):191-198. doi: 10.11648/j.edu.20241304.16

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@article{10.11648/j.edu.20241304.16,
  author = {Amelie Hanna and Lindsey Conner},
  title = {Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {191-198},
  doi = {10.11648/j.edu.20241304.16},
  url = {https://doi.org/10.11648/j.edu.20241304.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.16},
  abstract = {A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about learning outcomes. Education today is more interactive, and courses are increasingly multimedia-rich; therefore, syllabi need to be interactive as well. In designing and developing an interactive syllabus for Smart Training for Arabic-speaking Residents on Technology START e-Business Training, learners can visualize the structure of training, search its contents, access frequently asked questions, and explore additional resources. This paper discusses the best strategies used to design START e-Business Training's interactive syllabus and the tools employed to develop it, as a core component of the design-based research DBR methodology. The paper also outlines some challenges in developing an interactive multimedia-rich syllabus, especially with accessibility features, and proposes solutions to overcome these challenges from the perspectives of educators and learning designers. Additionally, the paper explores the iterative process of feedback incorporation and continuous improvement essential to maintaining the syllabus's relevance and effectiveness. By leveraging advanced technological tools and user-centric design principles, the interactive syllabus aims to enhance learner engagement and support diverse learning needs. The discussion includes an evaluation of the pedagogical impacts of the interactive syllabus and its potential to serve as a model for future educational design projects. Furthermore, the implications for broader application in various educational contexts are considered, highlighting the importance of adaptability and innovation in modern educational practices.
},
 year = {2024}
}

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TY  - JOUR
T1  - Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research

AU  - Amelie Hanna
AU  - Lindsey Conner
Y1  - 2024/08/01
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.edu.20241304.16
AB  - A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about learning outcomes. Education today is more interactive, and courses are increasingly multimedia-rich; therefore, syllabi need to be interactive as well. In designing and developing an interactive syllabus for Smart Training for Arabic-speaking Residents on Technology START e-Business Training, learners can visualize the structure of training, search its contents, access frequently asked questions, and explore additional resources. This paper discusses the best strategies used to design START e-Business Training's interactive syllabus and the tools employed to develop it, as a core component of the design-based research DBR methodology. The paper also outlines some challenges in developing an interactive multimedia-rich syllabus, especially with accessibility features, and proposes solutions to overcome these challenges from the perspectives of educators and learning designers. Additionally, the paper explores the iterative process of feedback incorporation and continuous improvement essential to maintaining the syllabus's relevance and effectiveness. By leveraging advanced technological tools and user-centric design principles, the interactive syllabus aims to enhance learner engagement and support diverse learning needs. The discussion includes an evaluation of the pedagogical impacts of the interactive syllabus and its potential to serve as a model for future educational design projects. Furthermore, the implications for broader application in various educational contexts are considered, highlighting the importance of adaptability and innovation in modern educational practices.

VL  - 13
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Author Information

Amelie Hanna

College of Education, Psychology & Social Work, Flinders University, Adelaide, Australia

Contact Email

http://orcid.org/0000-0001-6081-3781
Lindsey Conner

College of Education, Psychology & Social Work, Flinders University, Adelaide, Australia

Contact Email

http://orcid.org/0000-0003-1561-0103

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APA Style

Hanna, A., Conner, L. (2024). Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research. Education Journal, 13(4), 191-198. https://doi.org/10.11648/j.edu.20241304.16

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ACS Style

Hanna, A.; Conner, L. Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research. Educ. J. 2024, 13(4), 191-198. doi: 10.11648/j.edu.20241304.16

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AMA Style

Hanna A, Conner L. Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research. Educ J. 2024;13(4):191-198. doi: 10.11648/j.edu.20241304.16

Copy | Download

@article{10.11648/j.edu.20241304.16,
  author = {Amelie Hanna and Lindsey Conner},
  title = {Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research
},
  journal = {Education Journal},
  volume = {13},
  number = {4},
  pages = {191-198},
  doi = {10.11648/j.edu.20241304.16},
  url = {https://doi.org/10.11648/j.edu.20241304.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20241304.16},
  abstract = {A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about learning outcomes. Education today is more interactive, and courses are increasingly multimedia-rich; therefore, syllabi need to be interactive as well. In designing and developing an interactive syllabus for Smart Training for Arabic-speaking Residents on Technology START e-Business Training, learners can visualize the structure of training, search its contents, access frequently asked questions, and explore additional resources. This paper discusses the best strategies used to design START e-Business Training's interactive syllabus and the tools employed to develop it, as a core component of the design-based research DBR methodology. The paper also outlines some challenges in developing an interactive multimedia-rich syllabus, especially with accessibility features, and proposes solutions to overcome these challenges from the perspectives of educators and learning designers. Additionally, the paper explores the iterative process of feedback incorporation and continuous improvement essential to maintaining the syllabus's relevance and effectiveness. By leveraging advanced technological tools and user-centric design principles, the interactive syllabus aims to enhance learner engagement and support diverse learning needs. The discussion includes an evaluation of the pedagogical impacts of the interactive syllabus and its potential to serve as a model for future educational design projects. Furthermore, the implications for broader application in various educational contexts are considered, highlighting the importance of adaptability and innovation in modern educational practices.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Designing and Developing an Interactive Syllabus for e-Business Training as Part of Design-Based Research

AU  - Amelie Hanna
AU  - Lindsey Conner
Y1  - 2024/08/01
PY  - 2024
N1  - https://doi.org/10.11648/j.edu.20241304.16
DO  - 10.11648/j.edu.20241304.16
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 191
EP  - 198
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20241304.16
AB  - A syllabus is an arrangement of subjects and a plan for a course of study. It enables visualization of the big picture of the course structure. Syllabi play various valuable functions, including providing information about the communication mechanism between the teacher and students, a planning tool for instructors, a course plan for learners, a source for learning materials or additional readings, a guide that learners can use in their learning both in-class and out-of-class, and it can also serve as a contract or written agreement between learners and instructors or their institutions about learning outcomes. Education today is more interactive, and courses are increasingly multimedia-rich; therefore, syllabi need to be interactive as well. In designing and developing an interactive syllabus for Smart Training for Arabic-speaking Residents on Technology START e-Business Training, learners can visualize the structure of training, search its contents, access frequently asked questions, and explore additional resources. This paper discusses the best strategies used to design START e-Business Training's interactive syllabus and the tools employed to develop it, as a core component of the design-based research DBR methodology. The paper also outlines some challenges in developing an interactive multimedia-rich syllabus, especially with accessibility features, and proposes solutions to overcome these challenges from the perspectives of educators and learning designers. Additionally, the paper explores the iterative process of feedback incorporation and continuous improvement essential to maintaining the syllabus's relevance and effectiveness. By leveraging advanced technological tools and user-centric design principles, the interactive syllabus aims to enhance learner engagement and support diverse learning needs. The discussion includes an evaluation of the pedagogical impacts of the interactive syllabus and its potential to serve as a model for future educational design projects. Furthermore, the implications for broader application in various educational contexts are considered, highlighting the importance of adaptability and innovation in modern educational practices.

VL  - 13
IS  - 4
ER  -

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