Roadmap to Measuring Distance Education Instructional Design Competencies

Autor/inn/en	Dooley, Kim E.; Lindner, James R.; Telg, Ricky W.; Irani, Tracy; Moore, Lori; Lundy, Lisa
Titel	Roadmap to Measuring Distance Education Instructional Design Competencies
Quelle	In: Quarterly Review of Distance Education, 8 (2007) 2, S.151-159 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Grounded Theory; Instructional Design; Distance Education; Adult Learning; Educational Technology; Competency Based Education; Training; Pretests Posttests; Federal Aid; Land Grant Universities; Faculty Development; Instructional Development; Electronic Learning; Online Courses; Web Based Instruction; Virtual Classrooms; Higher Education; Program Development; Program Implementation; College Faculty; Curriculum Implementation; Instructional Effectiveness; Program Evaluation; Agricultural Education; Florida; Idaho; Iowa; Missouri; Texas + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Adulte education; Adult training; Erwachsenenbildung; Unterrichtsmedien; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Ausbildung; Teaching improvement; Unterrichtsentwicklung; Online course; Online-Kurs; Web Based Training; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programmplanung; Fakultät; Unterrichtserfolg; Programme evaluation; Programmevaluation; Agriculture; Landwirtschaftliche Ausbildung; Landwirtschaft
Abstract	This study was designed to measure instructional design competencies as a result of participation in a 9-month Web-based training program called "Roadmap to Effective Distance Education Instructional Design." The researchers used a self-assessment pre- and posttest to determine participant initial and final competence in 12 areas: adult learning, understanding teaching at a distance, instructional design, course development, delivery strategies for teaching at a distance, instructional technology resources, advanced interaction methods, accessibility, planning and conducting evaluation, evaluation analysis and reporting, administrative issues, and training and support. Open-ended verification narratives were analyzed using the constant comparative method. This competency model worked well to document learning as a result of participation in the program. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10