Effects of Online Instructional Design Training on TA’s Perceptions of Efficacy, Competence, and Knowledge Satisfaction

Abstract

Teaching assistants (TAs) in higher education are expected to teach courses in their major subject area with little to no formal instruction in the principles of effective teaching methods. The demands on TAs time are high and there is a need for easy to access, flexible, high quality instruction to provide them with the tools necessary to be effective instructors at the college level. One method of meeting this need is to provide TAs with a "toolbox" of instructional theory and methods based on instructional design principles. In order to be effective, it is important for TAs to understand the interconnected nature of effective educational principles including: instructional design, motivation, learning environments, instructional technologies and assessment. The current study looks at the effects of a self-paced online instruction designed for TAs on their teaching efficacy, perceived teaching competence and satisfaction with knowledge of the delivered instructional concepts using a pre-post, self-report design. Thirteen TAs at a southwestern research university completed both pre and post measures of knowledge and perceptions. Findings indicate that self-paced online training in instructional design concepts significantly increased TAs' satisfaction with their knowledge of instructional theory and principles, design of learning environments and instructional technology. It further increased the significance and magnitude of their understanding of the interconnected nature of instructional principles and elements of the learning dynamic and led to appreciable knowledge change in key areas. These findings provide evidence of the benefits and utility of flexible, easily accessible training in instructional principles for TAs.

فاعلية ورشة تدريبية حول التصميم التعليمي في تعزيز مهارات المعلمين وتحسين كفاءاتهم في التدريس

“…However, prior to attending the workshop, they disagreed about its benefits based on the Likert scale, with a mean score of 2.35 and a standard deviation of .74, even though some of them had attended ID training before, but they were only 5% of the sample. These results agreed with (Alsaleh, 2020;Alodail, 2018;Madden & Hardré, 2016;Harder, 2008).…”

Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

“…The RLOs were developed using Gagne and Medsker (1996)'s nine key instructional events: gaining learners’ attention, highlighting key features, structured learning, presenting content, learner guidance, eliciting performance, providing feedback, assessing performance and enhancing retention and transfer. Gagne's method was adopted as it is a very effective instructional design approach in online settings (Esgi, 2017) and several studies have recommended it (Araujo et al , 2019; Jackson-Butler, 2016; Madden and Hardré, 2016). The pedagogical design of the RLOs was underpinned by International Machine Standard (IMS) Learning Design (Koper and Olivier, 2004).…”

La percepción de los profesionales sobre el uso de un entorno virtual como medio de soporte en el programa socioeducativo ‘Caminar en Familia’

“…En la parte virtual de la formación, los profesionales valoran positivamente el tener distintos tipos de recursos de formación, de evaluación o feedback y el disponerlos de una forma Píxel-Bit. Revista de Medios y Educación -Páginas: 129-148 _________________________________________________ organizada (Ghoncheh, Gould, Twisk, Kerkhof, & Koot, 2016;Locke, Bracey, & Marlette, 2014;Madden & Hardré, 2016;Resko et al, 2017).…”

“…Cuando existen pautas educativas, el uso de foros en plataformas virtuales facilita el intercambio de conocimientos entre sus usuarios (Locke et al, 2014;Madden & Hardré, 2016). Además, El enfoque de uso del foro en la investigación tiene similitud con las Comunidades de Práctica Virtuales (CdPV) ya que se pretende utilizar un entorno virtual para reflexionar grupalmente sobre las prácticas y aprender del intercambio de conocimientos para aplicarlos nuevamente a la práctica (Davis & Goodman, 2014;Williams, 2012).…”