Assimilation in Online Course Design

Autor/in	Baldwin, Sally J.
Titel	Assimilation in Online Course Design
Quelle	In: American Journal of Distance Education, 33 (2019) 3, S.195-211 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1610304
Schlagwörter	Online Courses; Instructional Design; Teacher Role; Public Colleges; Teacher Attitudes; College Faculty; Synchronous Communication; Curriculum Development; Student Participation; Integrated Learning Systems; Interaction; Authentic Learning; Learner Engagement; Educational Strategies; Prior Learning; Course Content + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerrolle; Lehrerverhalten; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Lehrstrategie; Vorkenntnisse; Kursprogramm
Abstract	As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor's perspective on online course design. Using grounded theory, data were analyzed, sorted, and coded to uncover the strategies instructors use to design online courses. Results revealed instructors adapt to the online environment by using strategies to mimic elements of face-to-face courses: in essence, adaption comes through assimilation. Instructors expressed interest in helping students navigate online to encourage active participation in courses. They described using technology and learning management system (LMS) features (e.g., videos, discussion forums) to "hear" and "see" students, as a way to increase interaction and presence, familiar elements from face-to-face education. They spoke of creating authentic assignments to increase student engagement. The implications of this study include effective design and instructional strategies for online courses, as well as understanding the motivation of instructors who design online courses. The study results are relevant to a broad audience including online instructors, instructional designers, LMS organizations, and administrators. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01