東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Instructional Design of Online F...

Coen, Samantha M.

Linked to FindBook

Google Book

Amazon

博客來

The Instructional Design of Online Formative Activities: A Basic Qualitative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Instructional Design of Online Formative Activities: A Basic Qualitative Study./
Author:	Coen, Samantha M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	154 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Instructional design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27662795
ISBN:	9781392624067

The Instructional Design of Online Formative Activities: A Basic Qualitative Study.
Coen, Samantha M.

The Instructional Design of Online Formative Activities: A Basic Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 154 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (D.Ed.)--Capella University, 2019.

This item must not be sold to any third party vendors.

The purpose of this study was to explore the methods instructional designers use when selecting instructional strategies for integrated formative activities in the design phase of online course design. The need for credible online courses, the role of the instructional designer, and the effectiveness of integrated formative activities inform instructional design decision-making. An integrated formative activity is an educational activity in which the learner is prompted to do something within the context of instructional content to practice what is being learned and receive feedback. Common themes regarding specific subprocesses instructional designers follow when selecting instructional strategies for integrated formative activities in online course design were identified. The basic qualitative study was conducted with the following research question and subquestions: How do instructional designers describe the selection of instructional strategies to design online formative activities? How does an instructional designer describe the activities that take place in the design phase of online course design? What instructional strategies do instructional designers commonly use in online course design? What integrated formative activities do instructional designers tend to use in online course design? Vygotsky's scaffolding theory and Mayer's multimedia learning theory provided frameworks for examining instructional designer decision-making methods as they selected instructional strategies and design activities for meaningful learning experiences. Participants were recruited using purposeful sampling. Responses to the research questions were collected through semistructured interviews with experienced instructional designers in higher education. Data were analyzed by inductive comparative analysis using open, axial, and selective coding procedures. Triangulation was achieved through interview, memoing, and member checking. The results of the study indicate that there is a four-step process in selecting instructional strategies to design integrated formative activities: review existing data and content, collaborate with subject matter experts and plan instruction, design course outcomes, and select instructional strategies and integrate formative activity design. It is recommended that additional research on the methods of selecting instructional strategies to design online formative activities occur during the actual decision-making process. Further study aligned to this topic area should include a larger sample from higher education, government, and corporate sectors.

ISBN: 9781392624067Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Formative assessment

The Instructional Design of Online Formative Activities: A Basic Qualitative Study.
LDR:03797nmm a2200361 4500 001 2267840
005 20200821052216.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392624067
035 $a (MiAaPQ)AAI27662795
035 $a AAI27662795
040 $a MiAaPQ $c MiAaPQ
100 1 $a Coen, Samantha M. $3 3545096
245 1 4 $a The Instructional Design of Online Formative Activities: A Basic Qualitative Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 154 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
500 $a Advisor: Zender, Wendy.
502 $a Thesis (D.Ed.)--Capella University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this study was to explore the methods instructional designers use when selecting instructional strategies for integrated formative activities in the design phase of online course design. The need for credible online courses, the role of the instructional designer, and the effectiveness of integrated formative activities inform instructional design decision-making. An integrated formative activity is an educational activity in which the learner is prompted to do something within the context of instructional content to practice what is being learned and receive feedback. Common themes regarding specific subprocesses instructional designers follow when selecting instructional strategies for integrated formative activities in online course design were identified. The basic qualitative study was conducted with the following research question and subquestions: How do instructional designers describe the selection of instructional strategies to design online formative activities? How does an instructional designer describe the activities that take place in the design phase of online course design? What instructional strategies do instructional designers commonly use in online course design? What integrated formative activities do instructional designers tend to use in online course design? Vygotsky's scaffolding theory and Mayer's multimedia learning theory provided frameworks for examining instructional designer decision-making methods as they selected instructional strategies and design activities for meaningful learning experiences. Participants were recruited using purposeful sampling. Responses to the research questions were collected through semistructured interviews with experienced instructional designers in higher education. Data were analyzed by inductive comparative analysis using open, axial, and selective coding procedures. Triangulation was achieved through interview, memoing, and member checking. The results of the study indicate that there is a four-step process in selecting instructional strategies to design integrated formative activities: review existing data and content, collaborate with subject matter experts and plan instruction, design course outcomes, and select instructional strategies and integrate formative activity design. It is recommended that additional research on the methods of selecting instructional strategies to design online formative activities occur during the actual decision-making process. Further study aligned to this topic area should include a larger sample from higher education, government, and corporate sectors.
590 $a School code: 1351.
650 4 $a Instructional design. $3 3172279
650 4 $a Educational technology. $3 517670
653 $a Formative assessment
653 $a Instructional decision making methods
653 $a Instructional designer
653 $a Instructional strategies
653 $a Online course design
690 $a 0447
690 $a 0710
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertations Abstracts International $g 81-06A.
790 $a 1351
791 $a D.Ed.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27662795