DEVELOPING DESIGN PRINCIPLES FOR CREATING A MEANINGFUL LEARNING ENVIRONMENT M. Al Abri, A. Al Aamri, A. Elhag Sultan Qaboos University (OMAN) Abstract This study addresses how pedagogy can be transformed to engage students and improve learning. An exploratory case study using a mixed-method approach was used. Meaningful online learning attributes were used to redesign a face-to-face course. 11 undergraduate students enrolled in the TECH4000 course participated in this study. The student group included three female students and eight male students. The course (TECH4000) utilized constructivist pedagogical models to deliver the course content. The findings demonstrated that integrating the characteristics of Meaningful Online Learning into the redesign of the course curriculum positively impacts students' learning experiences. Additionally, students gained new skills and knowledge by modifying assignments and learning activities in the course. The importance of connecting different assignments and promoting collaborative work is emphasized in this course. As a result, eight design principles were formulated. However, further investigation is needed to refine and enhance these principles. Keywords: Meaningful online learning, constructivist pedagogical models, engagement, active learning. 1 INTRODUCTION Education systems should support educators to teach, use, integrate, and deal with technology effectively in order to make learning meaningful, intentional, and active. In response to the Covid-19 pandemic, educational organisations worldwide have been forced to shift their educational systems from face-to-face classes to distance education, then to blended learning in other conditions. Generally, it was overwhelming for faculty in higher education institutions to adapt to emergency online teaching. After going through these teaching experiences, instructors have gained skills in using the affordances of technology in supporting students’ learning performance. Returning to face-to-face teaching and learning provides opportunities to use technology to support traditional education. To continue using technology in teaching and learning, instructors need to continue to improve their skills and knowledge in delivering meaningful learning through technology integration. Consequently, instructors will be able to combine face-to-face classes and online learning through blended learning and/or through technology-enabled learning. Several technology-integration frameworks, such as Substitution Augmentation Modification Redefinition (SAMR) and the Technology Integration Matrix (TIM) can be used. However, SAMR lacks focus on enhancing students’ learning [1 ]. The TIM framework highlights the role of technology integration in education being used as more than just a tool, to reinforce students’ learning and autonomy; however, TIM has particular contextual factors that should be taken into consideration. It has been pointed out that the TIM framework lacks the “resources available, technological and pedagogical capacities of teachers, instructors, and designers, nature of the learning, the extent of regulation of the curriculum or competency frameworks” (Para.39) [1]. As a result, there is a need for design principles that guide instructional designers and stakeholders to create meaningful learning environments, considering all the factors mentioned above. 1.1 Conceptual Framework Meaningful learning refers to the ability of humans to relate new concepts to pre-existing concepts that maintain longer retention of knowledge than memorising [2]. The conceptual framework used to conduct this exploratory study is the meaningful online learning (MOL) design framework developed by [3]. 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. 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 [3]. Proceedings of EDULEARN23 Conference 3rd-5th July 2023, Palma, Mallorca, Spain ISBN: 978-84-09-52151-7 6542