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Beyond minimum technology requiremen...

Vytlacil, Kerrie A.

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Beyond minimum technology requirements: Course characteristics for the instructional design of virtual programs at the elementary grade levels.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Beyond minimum technology requirements: Course characteristics for the instructional design of virtual programs at the elementary grade levels./
Author:	Vytlacil, Kerrie A.
Description:	144 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, Technology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592635
ISBN:	9781303339028

Beyond minimum technology requirements: Course characteristics for the instructional design of virtual programs at the elementary grade levels.
Vytlacil, Kerrie A.

Beyond minimum technology requirements: Course characteristics for the instructional design of virtual programs at the elementary grade levels. - 144 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Capella University, 2013.

With virtual public school initiatives in each of the 50 states, there is an impetus to develop and implement online programs for the elementary grades (Cavanaugh, 2004, pp. 262-266; Oliver et al., p. 56). Yet, learner usability characteristics for successful online schooling for the elementary grades are unknown and/or unspecified. The purpose of this qualitative Delphi study was to explore factors that online elementary educators, online elementary curriculum coordinators and developers, and virtual school administrators believe influence elementary learner engagement in the design of online programs. This study used the classic qualitative Delphi method to answer the central research question by allowing experts to answer the research subquestions in three survey rounds until final consensus answers addressing the central research question were reached. The analysis procedures were based on the models of Hasson et al. (2000) and Kurubacak (2007). The data from each of the three survey rounds was analyzed with basic descriptive statistics (frequency and mean) and categorized by the themes of the four research study subquestions. It was expected that participant answers would include the desire and/or need for more engaging interactions and instructional games for the online elementary student. It was also expected that participant answers might indicate preference for childlike primary color design features and cartoon characters. Participant answers supported interactivity, games, and bright colors, and did not support primary colors or cartoon figures. A possible result from this study includes improvements to the course development phase of instructional design for developers, administrators, and instructors of virtual school programs. Additionally, with a more accurate development analysis for instructors and designers of elementary programs for online use, elementary students who experience barriers from multimedia and interactive features may gain additional e-learning options for differentiation, accessibility, and usability within the course design.

ISBN: 9781303339028Subjects--Topical Terms:

1018012
Education, Technology of.

Beyond minimum technology requirements: Course characteristics for the instructional design of virtual programs at the elementary grade levels.
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245 1 0 $a Beyond minimum technology requirements: Course characteristics for the instructional design of virtual programs at the elementary grade levels.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Michael Marrapodi.
502 $a Thesis (Ph.D.)--Capella University, 2013.
520 $a With virtual public school initiatives in each of the 50 states, there is an impetus to develop and implement online programs for the elementary grades (Cavanaugh, 2004, pp. 262-266; Oliver et al., p. 56). Yet, learner usability characteristics for successful online schooling for the elementary grades are unknown and/or unspecified. The purpose of this qualitative Delphi study was to explore factors that online elementary educators, online elementary curriculum coordinators and developers, and virtual school administrators believe influence elementary learner engagement in the design of online programs. This study used the classic qualitative Delphi method to answer the central research question by allowing experts to answer the research subquestions in three survey rounds until final consensus answers addressing the central research question were reached. The analysis procedures were based on the models of Hasson et al. (2000) and Kurubacak (2007). The data from each of the three survey rounds was analyzed with basic descriptive statistics (frequency and mean) and categorized by the themes of the four research study subquestions. It was expected that participant answers would include the desire and/or need for more engaging interactions and instructional games for the online elementary student. It was also expected that participant answers might indicate preference for childlike primary color design features and cartoon characters. Participant answers supported interactivity, games, and bright colors, and did not support primary colors or cartoon figures. A possible result from this study includes improvements to the course development phase of instructional design for developers, administrators, and instructors of virtual school programs. Additionally, with a more accurate development analysis for instructors and designers of elementary programs for online use, elementary students who experience barriers from multimedia and interactive features may gain additional e-learning options for differentiation, accessibility, and usability within the course design.
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