An Investigation into the Experiences of Graduate Faculty Designer-by-Assignment Transition to Online Course Design

Autor/in	Thorne, Dionne McMillian
Titel	An Investigation into the Experiences of Graduate Faculty Designer-by-Assignment Transition to Online Course Design
Quelle	(2022), (125 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-8362-3
Schlagwörter	Hochschulschrift; Dissertation; Online Courses; Instructional Design; College Faculty; Pedagogical Content Knowledge; Teacher Attitudes; Graduate Students; Videoconferencing; Constructivism (Learning); Andragogy; Teaching Experience; Mentors; Integrated Learning Systems; Faculty Development; Blended Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Fakultät; Pädagogische Kompetenz; Lehrerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Andragogics; Andragogik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Higher education institutions' growth in online course offerings has led faculty to designers-by-assignment (DBAs). Faculty DBA are tasked with designing online courses without foundational instructional design knowledge, skills, or institution-provided instructional design support. Data were collected using semi-structured interviews using Zoom. The experiences of six graduate faculty were examined who lacked an instructional design background or support in their transition from traditional instruction to online course design. The theoretical frameworks for this investigation were constructivism, specifically andragogy and transformative learning theory. A basic qualitative methodology was used to answer the research question, "How do faculty DBAs describe their experiences transitioning from traditional face-to-face instruction to online course design?" Purposive sampling was used in this investigation. The sample consisted of faculty assigned to build graduate online courses who developed online courses in the past two years at higher education institutions in the Northeast region of the United States. Data were collected using semi-structured interviews. Several themes emerged from the analysis: faculty utilized templates, existing course shells, relied on subject matter expertise, previous teaching experience, collaborated with colleagues with online course design experience, and desired online course support such as mentors. Findings indicated learning management system technology training varied from institution to institution, instructional design expertise is essential to identifying critical course components in templates and existing course shells, and faculty support mandated instructional training for online course design. The most challenging aspects of online course design were reported by faculty DBAs to be time-consuming and to be isolated from others while designing courses. Further research could perform a study that examines faculty DBAs transitioning from traditional face-to-face instruction to blended learning course design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01