A Study of Faculty Members' Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers

Autor/in	You, Jiyu
Titel	A Study of Faculty Members' Perceived Utilization of Best Practices in Distance Learning Course Design and Delivery and the Role of Instructional Designers
Quelle	(2010), (184 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1242-5254-4
Schlagwörter	Hochschulschrift; Dissertation; Instructional Design; Play; Learning Activities; Distance Education; Active Learning; Interaction; Statistical Analysis; Faculty; Higher Education; Data Analysis; Best Practices; Ethics; College Faculty; Curriculum Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lesson concept; Lessonplan; Unterrichtsentwurf; Spiel; Lernaktivität; Distance study; Distance learning; Fernunterricht; Aktives Lernen; Interaktion; Statistische Analyse; Academic Staff; Lehrkörper; Hochschulbildung; Hochschulsystem; Hochschulwesen; Auswertung; Ethik; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Best practices have been used in the establishment of distance learning programs for higher education. However, little is known about faculty members' utilization of best practices in distance learning course design and delivery. Instructional designers play a critical role helping faculty members in the implementation of these best practices in the process of distance learning course design and delivery. The purpose of this study was to discover faculty members' perceived utilization of the identified best practices and the role of instructional designers in the process of assisting faculty members to implement the best practices into distance learning courses. The results revealed that faculty members utilized these best practices in their distance learning courses; however, the degree of utilization differed. The study also revealed that instructional designers play a significant role in providing technical, administrative, and pedagogical support in the design and implementation of best practices. Analysis of qualitative data also revealed that faculty members wanted more pedagogical assistance. Statistical analysis indicated significant demographic differences regarding learner support, objective-driven design, active learning activities, academic dishonesty policy, student-student interaction, and reflective learning activities. Suggestions regarding the use of some of the evaluated best practices and approaches that instructional designers can adopt when working with faculty members were discussed. Finally, several topics for future studies were recommended. [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	2017/4/10