A Dual-Mode University Instructional Design Model for Academic Development

Autor/in	Power, Michael
Titel	A Dual-Mode University Instructional Design Model for Academic Development
Quelle	In: International Journal for Academic Development, 13 (2008) 1, S.5-16 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
Schlagwörter	Feedback (Response); Instructional Design; Online Courses; Foreign Countries; Virtual Classrooms; Courseware; Instructional Development; Design Preferences; Faculty Development; Distance Education; Case Studies; Interviews; Portfolios (Background Materials); Course Organization; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Ausland; Lernsoftware; Teaching improvement; Unterrichtsentwicklung; Design requirements; Gestaltungsmittel; Distance study; Distance learning; Fernunterricht; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Course organisation; Kurskonzept; Kanada
Abstract	Online learning is expanding rapidly today in many Canadian universities. Fuelled by Canada's unprecedented broadband access, online teaching is creating new challenges for faculty and new responsibilities for educational developers. Although there is adequate literature with regard to faculty thinking about course planning in general, there are few publications on how they actually plan for online teaching. The purpose of this applied research study was to develop an instructional design model adapted to the needs and resources of faculty at a dual-mode university (offering courses both on-campus and online). Using a case study methodology, this project documented the prototype-building, its implementation and gradual modification in response to faculty feedback. Results indicate that faculty preferred a more traditional, discipline-based course design model for online course planning and shunned high-level instructional design, opting for lighter-weight, dialog-rich instructional design emphasizing real-time, faculty-student interaction. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10