Victoria Abramenka‐Lachheb
Biographic Data
| ID | 6769147 |
|---|---|
| NAME | Victoria Abramenka‐Lachheb |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Abramenka‐Lachheb |
| SIGNATURE | LACHHEB V A |
| AFFILIATIONS | University of Michigan |
| ORCID | 0000-0003-3709-7240 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
AI in higher education
To better characterize and understand AI in higher education and its role in relation to educational disparities and inclusivity, this paper presents a comprehensive bibliometric assessment of research on AI in higher education. Using quantitative topic modeling and qualitative analysis methods, this study describes: (1) the research landscape of AI in higher education and (2) the common topics of AI in higher education research, including topics…
Interaction analysis of learning objects in online courses
This study explores the interactive characteristics of learning objects used in online courses and design intent of instructional designers. The study adopts the "Window of Interaction" (WoI) framework, drawnfrom Human–Computer Interaction (HCI), to critically examine the interactive characteristics of learning objects in the context of the designers’ intent and learning goals. This study provides research-based evidence to document: (1) the inte…
Value‐sensitive design in the praxis of instructional design
Philosophical stances and design frameworks, such as value‐sensitive design, manifest in design praxis through enacting specific design approaches and employing a variety of methods by the designers. Although it could overlap with other frameworks and approaches in the Instructional Design and Technology (IDT) field, value‐sensitive design remains a largely unexplored topic in the praxis of instructional design for several reasons. As it focuses …
Applied Ethics as Reflection, Interrogation and Design
The Role of Precedent Knowledge in Decision-Making Among Practicing Instructional Designers
Expanding on the Important Discussion of “Where Have All the Cowboys Gone?” in IDT Research
The role of design ethics in maintaining students' privacy
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the…
Investigating Instructional Designers’ Expressed Needs during the Pandemic
Microlearning in Diverse Contexts
Microlearning in Diverse Contexts
The role of design ethics in maintaining students' privacy
Maintaining students' privacy in higher education, an integral aspect of learning design and technology integration, is not only a matter of policy and law but also a matter of design ethics. Similar to faculty educators, learning designers in higher education play a vital role in maintaining students' privacy by designing learning experiences that rely on online technology integration. Like other professional designers, they need to care for the…
Investigating Instructional Designers’ Expressed Needs during the Pandemic
AI in higher education
To better characterize and understand AI in higher education and its role in relation to educational disparities and inclusivity, this paper presents a comprehensive bibliometric assessment of research on AI in higher education. Using quantitative topic modeling and qualitative analysis methods, this study describes: (1) the research landscape of AI in higher education and (2) the common topics of AI in higher education research, including topics…
Interaction analysis of learning objects in online courses
This study explores the interactive characteristics of learning objects used in online courses and design intent of instructional designers. The study adopts the "Window of Interaction" (WoI) framework, drawnfrom Human–Computer Interaction (HCI), to critically examine the interactive characteristics of learning objects in the context of the designers’ intent and learning goals. This study provides research-based evidence to document: (1) the inte…
Value‐sensitive design in the praxis of instructional design
Philosophical stances and design frameworks, such as value‐sensitive design, manifest in design praxis through enacting specific design approaches and employing a variety of methods by the designers. Although it could overlap with other frameworks and approaches in the Instructional Design and Technology (IDT) field, value‐sensitive design remains a largely unexplored topic in the praxis of instructional design for several reasons. As it focuses …
Applied Ethics as Reflection, Interrogation and Design
The Role of Precedent Knowledge in Decision-Making Among Practicing Instructional Designers
Expanding on the Important Discussion of “Where Have All the Cowboys Gone?” in IDT Research
Computer Science (7 works) · Instructional design (6 works) · Educational technology (5 works) · Engineering (5 works) · Engineering ethics (4 works) · Psychology (4 works) · Sociology (4 works) · Design Education and Practice (3 works) · Innovative Teaching and Learning Methods (3 works) · Management science (3 works)