A Gap Analysis of Course Directors' Effective Implementation of Technology-Enriched Course Designs: An Innovation Study

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Autor/in	Green, David Patrick James
Titel	A Gap Analysis of Course Directors' Effective Implementation of Technology-Enriched Course Designs: An Innovation Study
Quelle	(2018), (258 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Instructional Design; Program Implementation; Program Effectiveness; Technology Uses in Education; Medical Education; Educational Objectives; Barriers; Educational Practices; Medical School Faculty; Faculty Development; Organizational Change; Accountability; Educational Technology + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lesson concept; Lessonplan; Unterrichtsentwurf; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Medizinische Ausbildung; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Organisationswandel; Verantwortung; Unterrichtsmedien
Abstract	Efficient and effective student-centered instructional elements could potentially streamline educational processes and still produce competent professionals. However, successful implementation of technology-enriched courses that exceed course design standards and meet learners' needs is limited by contextual interactions of the course designer's knowledge, motivation, and organizational influences. The purpose of this project was to conduct a needs' analysis in the areas of knowledge, motivation, and organizational resources necessary for preclinical medical education course directors to perform two critical behaviors related to redesigning courses using learner-centered approaches and developing technology-enriched learning environments. This study answered two research questions. First, what are the knowledge, motivation, and organizational barriers to course directors implementing technology-enriched approaches during preclinical medical education modules as represented in their critical behaviors and performance goal? Second, what are the recommended knowledge, motivation, and organizational solutions to those barriers/needs? For this study, the Clark and Estes (2008) gap analysis was adapted for a needs analysis as the conceptual framework, and an explanatory sequential mixed methods approach was used for the methodological framework. Twenty-seven preclinical medical education course directors, from a private, east-coast medical school, completed the online survey, and eleven voluntarily participated in the follow-up face-to-face interview. Twenty-five literature-based assumed knowledge, motivation, and organizational influences were investigated through the lenses of the two critical behaviors. Using the New World Kirkpatrick model as a guide, an integrated implementation and evaluation plan of a novel faculty development program was proposed as a solution to help course directors achieve their performance goals and facilitate organizational change. Data-driven communication strategies were incorporated into the integrated plan to enhance communication amongst key stakeholders and improve accountability relationships. This study contributes to the organizational change literature, and the broader implications of this research are applicable to the current medical education paradigm shift, higher education and educational technology initiatives, evaluation of novel faculty development programs, and gap analysis application research. [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