Teachers Using Designerly Thinking in K-12 Online Course Design

Autor/inn/en	Gyabak, Khendum; Ottenbreit-Leftwich, Anne; Ray, Joanna
Titel	Teachers Using Designerly Thinking in K-12 Online Course Design
Quelle	In: Journal of Online Learning Research, 1 (2015) 3, S.253-274 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2374-1473
Schlagwörter	Instructional Design; Online Courses; Elementary Secondary Education; Case Studies; Secondary School Teachers; High Schools; Barriers; Technology Uses in Education; Educational Strategies; Communities of Practice; Decision Making; Feedback (Response); Coordinators; Qualitative Research; Focus Groups; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Case study; Fallstudie; Case Study; High school; Oberschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrstrategie; Community; Decision-making; Entscheidungsfindung; Koordinator; Qualitative Forschung
Abstract	Teachers are typically abstracted from the design process and not referred to as instructional designers. However, they are constantly designing instruction or adapting instructional materials on a daily basis. Teachers provide a unique perspective as instructional designers: instructional design, content experts, and instruction delivery. Thus, describing their design process is important to help support teachers as they design online courses. This case study examined and described the design process of eleven high school teachers as they designed, developed, and implemented their first online courses. Findings from this study present the online course design processes of these high school teachers and highlight the resources perceived as valuable when embarking on their first online courses. Among the key findings are that teachers face constraints, use a variety of technological tools, and use a variety of pedagogical strategies. Belonging to a community of practice helps online teachers, who report valuing the support of an Online Learning Coordinator. Although given similar guides and resources, they make independent design decisions and rely on feedback from a variety of sources. Recommendations are made for K-12 online learning coordinators, school administrators, and for first-time online teachers/designers related to the processes involved in designing online courses. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01