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Empathy and Trust: Key Factors in Co...

Patrick, Megan R.,

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Empathy and Trust: Key Factors in Collaborative Relationships Between Instructional Designers and Faculty /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Empathy and Trust: Key Factors in Collaborative Relationships Between Instructional Designers and Faculty // Megan R Patrick.
Author:	Patrick, Megan R.,
Description:	1 electronic resource (198 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31631812
ISBN:	9798342713832

Empathy and Trust: Key Factors in Collaborative Relationships Between Instructional Designers and Faculty /
Patrick, Megan R.,

Empathy and Trust: Key Factors in Collaborative Relationships Between Instructional Designers and Faculty /Megan R Patrick. - 1 electronic resource (198 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

The purpose of this action research study was to explore the impact of a professional learning community (PLC) on the collaborative relationships between program faculty members and instructional designers. It examined how empathy and trust influenced collaboration during the online course design process and whether a PLC could shift power dynamics between the two groups. The innovation involved developing a PLC for instructional designers, faculty members, and other stakeholders in the online course design process. Participants engaged in four 75-minute sessions focused on Brene Brown's behaviors of trust and empathy skills and their application to collaboration. A mixed-methods action research design was used to assess the effects of a PLC emphasizing shared leadership. Participants explored how trust and empathy could further define collaboration during the course design process. Study documents included interviews, notebooks, and PhotoVoice submissions, with a Post-IA-Retro Pre-IA survey measuring the innovation's effectiveness. Participation in the PLC shifted attitudes toward empathy and collaboration, with participants identifying key trust behaviors and empathy skills critical to improving the collaborative relationship. They redefined collaboration and gained a deeper understanding of how power impacts collaboration during the online course design process.

English

ISBN: 9798342713832Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Course design process

Empathy and Trust: Key Factors in Collaborative Relationships Between Instructional Designers and Faculty /
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520 $a The purpose of this action research study was to explore the impact of a professional learning community (PLC) on the collaborative relationships between program faculty members and instructional designers. It examined how empathy and trust influenced collaboration during the online course design process and whether a PLC could shift power dynamics between the two groups. The innovation involved developing a PLC for instructional designers, faculty members, and other stakeholders in the online course design process. Participants engaged in four 75-minute sessions focused on Brene Brown's behaviors of trust and empathy skills and their application to collaboration. A mixed-methods action research design was used to assess the effects of a PLC emphasizing shared leadership. Participants explored how trust and empathy could further define collaboration during the course design process. Study documents included interviews, notebooks, and PhotoVoice submissions, with a Post-IA-Retro Pre-IA survey measuring the innovation's effectiveness. Participation in the PLC shifted attitudes toward empathy and collaboration, with participants identifying key trust behaviors and empathy skills critical to improving the collaborative relationship. They redefined collaboration and gained a deeper understanding of how power impacts collaboration during the online course design process.
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