Instructional Designers' Shifting Thinking about Supporting Teaching during and Post-COVID-19

Autor/inn/en	Xie, Jingrong; A, Gulinna; Rice, Mary F.; Griswold, Deborah E.
Titel	Instructional Designers' Shifting Thinking about Supporting Teaching during and Post-COVID-19
Quelle	In: Distance Education, 42 (2021) 3, S.331-351 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xie, Jingrong) ORCID (A, Gulinna) ORCID (Rice, Mary F.) ORCID (Griswold, Deborah E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.1956305
Schlagwörter	Instructional Design; Educational Change; COVID-19; Pandemics; Electronic Learning; Universities; Faculty Development; Teacher Attitudes; Web Based Instruction; Humanization; Learner Engagement + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; University; Universität; Lehrerverhalten; Web Based Training; Humanisierung
Abstract	The onset of the COVID-19 pandemic provided the opportunity for institutions of higher education to increase their use of online instructional delivery models and tools. Instructional designers played a role in supporting instructors to make this transition. This support included professional learning opportunities in the form of workshops and coaching. The purpose of this study was to investigate instructional designers' shifting thinking about the professional learning experiences they are providing and will provide for instructors in institutions of higher education during the pandemic and beyond. Six instructional designers from four universities participated in two focus groups for this study. Thematic analysis was used to analyze the data. The instructional designers in this study viewed professional learning during the pandemic as a time to address what they saw as persistent problems with online learning. Moreover, they indicated a willingness to engage in extended faculty development to explore mutually identified challenges with online teaching and learning in their contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01