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Design and Development Case Study: U...

Medlin, Claudia A.,

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Design and Development Case Study: Using the R2D2/C3PO Instructional Design Model for Online Guided Reading /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Design and Development Case Study: Using the R2D2/C3PO Instructional Design Model for Online Guided Reading // Claudia A Medlin.
Author:	Medlin, Claudia A.,
Description:	1 electronic resource (179 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31144476
ISBN:	9798382808383

Design and Development Case Study: Using the R2D2/C3PO Instructional Design Model for Online Guided Reading /
Medlin, Claudia A.,

Design and Development Case Study: Using the R2D2/C3PO Instructional Design Model for Online Guided Reading /Claudia A Medlin. - 1 electronic resource (179 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Online learning continues to grow at unprecedented rates. K-12 had more than 275,000 students enrolled in full-time virtual schools in 2011-2012 and over 2 million participating in at least one online course. Despite this growth, there is little research on model formation and model validation for online learning. Two research-based models were created: eSUCCESS and R2D2/C3PO to help project managers, instructional designers, and developers design and implement online learning solutions. Both models were created based on research findings using qualitative case study, design, and development case study guidelines. Both models have a strong focus on culture, learning, and technology, and the change management strategies necessary for successful design and implementation of online learning in different contexts such as K-12, higher education, healthcare, and corporate organizations. The purpose of this qualitative holistic multiple case study was to follow a validated model (R2D2/C3PO) in creating, delivering, and evaluating PD training program in guided reading for K-2 teachers. Both asynchronous and synchronous technologies were used for this qualitative study. The study included two content experts and 10 K-2 teachers to teach guided reading using an online learning platform. The participants had never taught guided reading small groups online. Following the interviews teachers attended an hour PD on how to teach small groups online. Kirkpatrick Levels 1 and 2 were used for observations and feedback. NVivo software was used to categorize themes and to organize the results, which showed attending the training was beneficial to teachers. Teachers found value in the content and delivery of the PD and felt better prepared to teach small groups online. Recommendations for future research should focus on teachers' social emotional states in virtual learning. Additional research needs to be conducted to address teacher efficacy issues regarding the social-emotional aspect of teaching in a virtual environment compared to teachers in traditional classrooms.

English

ISBN: 9798382808383Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Online learning

Design and Development Case Study: Using the R2D2/C3PO Instructional Design Model for Online Guided Reading /
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520 $a Online learning continues to grow at unprecedented rates. K-12 had more than 275,000 students enrolled in full-time virtual schools in 2011-2012 and over 2 million participating in at least one online course. Despite this growth, there is little research on model formation and model validation for online learning. Two research-based models were created: eSUCCESS and R2D2/C3PO to help project managers, instructional designers, and developers design and implement online learning solutions. Both models were created based on research findings using qualitative case study, design, and development case study guidelines. Both models have a strong focus on culture, learning, and technology, and the change management strategies necessary for successful design and implementation of online learning in different contexts such as K-12, higher education, healthcare, and corporate organizations. The purpose of this qualitative holistic multiple case study was to follow a validated model (R2D2/C3PO) in creating, delivering, and evaluating PD training program in guided reading for K-2 teachers. Both asynchronous and synchronous technologies were used for this qualitative study. The study included two content experts and 10 K-2 teachers to teach guided reading using an online learning platform. The participants had never taught guided reading small groups online. Following the interviews teachers attended an hour PD on how to teach small groups online. Kirkpatrick Levels 1 and 2 were used for observations and feedback. NVivo software was used to categorize themes and to organize the results, which showed attending the training was beneficial to teachers. Teachers found value in the content and delivery of the PD and felt better prepared to teach small groups online. Recommendations for future research should focus on teachers' social emotional states in virtual learning. Additional research needs to be conducted to address teacher efficacy issues regarding the social-emotional aspect of teaching in a virtual environment compared to teachers in traditional classrooms.
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