Faculty and instructional designers on building successful collaborative relationships

Richardson, Jennifer; Ashby, Iryna; Alshammari, Ali; Cheng, Zui; Johnson, Bruce M.; Krause, Terri S.; Lee, Daeyeoul; Randolph, Anthony; Wang, Huanhuan

doi:10.1007/s11423-018-9636-4

Cited by 38 publications

(50 citation statements)

References 29 publications

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“…Similar to previous studies (Pan et al, 2003;Richardson et al, 2019;Ritzhaupt & Kumar, 2015), the faculty in this study also had misconceptions about the role of IDs in this mentorship process. IDs were perceived as technical personnel in charge of technology and placing the course content online.…”

Section: Discussionsupporting

confidence: 82%

“…Following previous studies (Kumar & Ritzhaupt, 2017;Richardson et al, 2019;Ritzhaupt & Martin, 2014), this study found evidence of the importance IDs' soft skills in building trust or gaining "buy-in" (Ritzhaupt & Kumar, 2015) with university faculty during mentorship relationships. Moreover, when IDs have strong persuasive skills, relationship-building skills, and communication skills (Ritzhaupt & Kumar, 2015), they can help faculty members become successful in teaching high-quality online courses.…”

Section: Discussionsupporting

confidence: 72%

“…When working with university faculty who are new to online course design and development, it is very important that IDs are equipped with strong skills to teach them and are able to explain complex learning design elements (Ritzhaupt & Kumar, 2015). In addition, the relationships that are built on mutual respect and trust where both mentor and mentee bring something to the table can open the door to faculty creativity, openmindedness, and willingness to learn (Pan et al, 2003;Richardson et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Studies have examined the role of IDs in higher education (Campbell et al, 2007;Dooley et al, 2007;Kenny, Zhang, Schwier, & Campbell, 2005;Kumar & Ritzhaupt, 2017;Pan et al, 2003;Richardson et al, 2019) and concluded that the ID's role varies depending on the type of institution. The major role of IDs in any higher education institution is course development and faculty support through a systematic, research-based approach to applying teaching and learning strategies to any subject (Reiser & Dempsey, 2011).…”

Section: Instructional Designers In Higher Educationmentioning

confidence: 99%

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mentioning

confidence: 99%

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The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Olesova

Campbell

2019

OLJ

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The 2017 Survey of Faculty Attitudes on Technology conducted by Insider Higher Ed reported on the low percentage of partnerships between university faculty and instructional designers in online course development. Experts were unsurprised because instructional designers (IDs) are underutilized, and their role in higher education is still not clear (Richardson et al., 2019). This qualitative study examined the faculty members' perceptions (n=11) about their mentorship relationships with IDs when they designed and developed asynchronous online courses together. This study also explored factors that may lead to successful mentorship relationships in which IDs are mentors and faculty members are mentees. The results of this study found that faculty perceived that working cooperatively with IDs was effective because they were able to align resources and instructional strategies with learning outcomes; they used time efficiently; and they were also able to apply acquired skills to the development of online courses. Based on semistructured interviews with the university faculty, this study revealed that motivation, open-mindedness, and working relations were the major factors that affected the cooperative mentorship relationships between faculty and IDs to produce and teach an online course of high quality. These results support findings in previous studies on the effectiveness of collaboration between faculty and IDs in higher education. Moreover, this study found evidence that cooperative mentorship relationships between university faculty and IDs can lead to the development of online courses of high quality. Higher education administration, university faculty, and IDs will benefit from the results of this study.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionsupporting

confidence: 72%

Section: Discussionmentioning

confidence: 99%

Section: Instructional Designers In Higher Educationmentioning

confidence: 99%

“…

…”

mentioning

confidence: 99%

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The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Olesova

Campbell

2019

OLJ

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Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design and Delivery Practices

Lachheb,

Fortman,

Abramenka-Lachheb

et al. 2023

Educational Communications and Technology: Issues and Innovations

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Designing Online Learning in Higher Education

Martin

Bolliger

2022

Handbook of Open, Distance and Digital Education

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Design is critical in online learning. This chapter reviews research and practice on designing effective online courses in higher education. Firstly, the importance of design in online learning is described including asynchronous, synchronous, and bichronous delivery methods, as well as the significance of course organization and meeting learner needs in online courses. Secondly, we provide a brief overview of online course design research in higher education. Thirdly, standards and rubrics for online course design from US colleges and universities as well as professional organizations across the world are reviewed. Fourthly, we describe a research-based and validated online course design element rubric, which includes overview, course presentation, interaction and communication, assessment and evaluation, and student support. Fifthly, the chapter describes how instructors can be prepared for and supported in online course design, incorporating administrator support, pedagogical support, technology support, and personnel support. Sixthly, the role of instructional designers in online course design is described. The chapter concludes with recommendations for instructors and designers and topics for future research.

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Faculty and instructional designers on building successful collaborative relationships

Cited by 38 publications

References 29 publications

The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

The Impact of the Cooperative Mentorship Model on Faculty Preparedness to Develop Online Courses

Formative Learning Design in the COVID-19 Pandemic: Analysis, Synthesis, and Critique of Learning Design and Delivery Practices

Designing Online Learning in Higher Education

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