Holistic design of online degree programmes in higher education – a case study from Finland

Joshi, Marjo

doi:10.1108/ijem-12-2020-0588

Cited by 9 publications

(10 citation statements)

References 40 publications

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“…Cycle 1 of the DBR process approached the design from an organisational and pedagogical viewpoint to establish the basic infrastructure and conditions for ODPs to be offered in a digitally competent HE organisation as a new type of degree education. The initial model created as a result of Cycle 1 comprises three levels: organisational, pedagogical and online degree programme, where each level contains several design principles to be included in the holistic design of ODPs (Joshi, 2021). Cycle 2 presented in this paper continues the DBR process by investigating the experiences of the first ODP teachers in the HE organisation.…”

Section: Figure 1 Cycle 2 Of the Design-based Research Processmentioning

confidence: 99%

“…Those experiences or suggestions that had already been included in the initial design principles were left out, and those that had not yet been included were formulated into the new principles. The design principles are divided into three layers (organisational, pedagogical, online degree programme) according to the initial three-tiered model created in DBR Cycle 1 (Joshi, 2021). Based on the ODP teachers' experiences, the design principles for the holistic design of new ODPs in HE organisations are as follows:…”

Section: Tablementioning

confidence: 99%

“…Some HE organisations have only recently started to develop entire degree programmes online. In 2016, there were eight Bachelor level ODPs offered through the general application system in Finland, which were all provided by universities of applied sciences (Joshi, 2021). The purpose of this study is to focus on the design of online degree programmes in those HE organisations that have not implemented ODPs before.…”

Section: Introductionmentioning

confidence: 99%

“…The initial model and design principles for the holistic design of ODPs were created in Cycle 1 of the design-based research (DBR) process (Joshi, 2021). The three-tiered model contains design principles on organisational, pedagogical and online degree programme level.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

Joshi

Kantola

2022

seminar

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Background The study was conducted at a university of applied sciences in Finland. The viewpoint is of those online degree programme teachers involved in the initial steps of design and implementation of the first online degree programmes in the organisation that follows a pedagogical strategy in all its operations. Objectives The teachers as implementers of the intended pedagogical solution have an important role in the design process. Their views were sought to gain information about their experiences of the intended design of online degree programmes in the local context. Methods This study presents the results of the second cycle of a design-based research (DBR) process in the holistic design of online degree programmes. Focus group interview and thematic analysis were used to gain the teachers’ experiences of the holistic design to further develop the initial design created in the first cycle. Findings The results reveal teachers’ positive and negative experiences of the holistic online degree programme design in three layers: organisational, pedagogical and online degree programme. Results include several new considerations, including management support, collegial support, collaboration and co-creation, online degree community, extended online and onsite teaching environments, blended education, and international aspects. Conclusions The results indicate that it is important for higher education organisations to involve teachers in the design process of online degree programmes. The resulting design principles may be of interest to those managers, coordinators and educators developing higher education online degree programmes.

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Section: Figure 1 Cycle 2 Of the Design-based Research Processmentioning

confidence: 99%

Section: Tablementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

Joshi

Kantola

2022

seminar

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“…Studies at Turku UAS are working life oriented, combining theoretical studies with professional skills (Turku UAS, n.d.). Turku UAS follows a specific pedagogical strategy, innovation pedagogy, in all its educational services (Joshi, 2022). Innovation pedagogy is a pedagogical approach that aims to educate graduates who succeed in their professional and personal life by taking into consideration the needs of the changing world and society (Konst & Kairisto-Mertanen, 2020).…”

Section: Context Of the Studymentioning

confidence: 99%

Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives.

2022

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At the peak of the COVID-19 pandemic nearly 1.6 billion learners (94% of the world’s student population) were affected by the closure of educational institutions. The imposed lockdowns forced schools and universities to digitise conventional teaching in a very short time and to convert teaching and learning formats partially or completely to Distance Learning. The changes in everyday teaching brought by Distance Learning were felt worldwide. With 28 double blind peer-reviewed articles of researchers reporting on 17 different countries, the editors of this book want to shed light on the effects of Distance Learning in different regions of the world. This will allow for a value-free comparison of how the COVID-19 pandemic has been addressed in education in different parts of the world and what impacts – positive and/or negative – it has had, is having or may have in the future.

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Benchmarking design-thinking as a tool for education: a systematic review and future research agenda

Bathla,

Chawla,

Gupta

2024

BIJ

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PurposeDesign-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.Design/methodology/approachFirst, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.FindingsAt first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.Research limitations/implicationsFor investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.Practical implicationsAcademics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.Originality/valueThis study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.

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Holistic design of online degree programmes in higher education – a case study from Finland

Cited by 9 publications

References 40 publications

Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education – International Perspectives.

Benchmarking design-thinking as a tool for education: a systematic review and future research agenda

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