Assessing the Design and Development of Hybrid Linked Learning Professional Development Programs for Teachers: Challenges and Successes

Autor/in	Erener, Eren
Titel	Assessing the Design and Development of Hybrid Linked Learning Professional Development Programs for Teachers: Challenges and Successes
Quelle	(2017), (116 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Los Angeles
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-2228-9
Schlagwörter	Hochschulschrift; Dissertation; Instructional Design; Blended Learning; Faculty Development; Curriculum Development; Surveys; Interviews; Program Effectiveness; Mixed Methods Research; Teacher Student Relationship; Course Content; Alignment (Education); Educational Objectives; Integrated Learning Systems; Teacher Education Programs; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lesson concept; Lessonplan; Unterrichtsentwurf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursprogramm; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study informs instructional designers, all stakeholders in higher education and K-12, of the successes and challenges associated with designing and developing online/hybrid Linked Learning courses. The study examines via surveys and interviews the perspectives of instructional designers, subject matter experts, students, and course instructors to assess the effectiveness, efficiency, and appeal of the hybrid Linked Learning program. The findings of this mixed study reveal the following: the successful utilization of LMS, successful student-to-instructor interactions, effective course content that aligns with course objectives, a lack of real-world experience and knowledge within the Linked Learning hybrid program, and LMS access and communication issues. This study adds to the growing literature on Linked Learning and informs teacher preparation programs about the effectiveness of a professional development program's online/hybrid delivery for K-12 teachers. This study can be beneficial for teachers and course designers to see which factors can lead to success in designing Linked Learning hybrid programs. [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	2020/1/01