Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults

Snyder, Martha Marie

doi:10.1007/s11528-009-0237-2

Cited by 27 publications

(12 citation statements)

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“…The model also should provide a step by step guidance or procedures [11]. The last, an ISD model should be developed and tested in the context where the model itself will be used and implemented [12].…”

mentioning

confidence: 99%

Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach

Chaeruman

Wibawa

Syahrial

2020

Int. J. Interact. Mob. Technol.

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Blended learning is not just merely blending face-to-face and online learning. The biggest challenge is making the right mix of relevant learning settings and teaching strategies to meet the learning outcomes. The latest study showed that research focusing on the instructional system design (ISD) model developments, especially related to blended learning approach, were still limited. This study aims to develop an ISD model that can provide a guideline for lecturers in creating a good course using a blended learning approach. This study applied a formative research method. A series of formative evaluation using several formative data collection techniques were used. They were expert review, one-to-one evaluations, and field tests. This study involved 242 respondents, consists of 7 instructional design and e-learning experts, and 235 lecturers. After conducted a series of formative evaluation stages, respondents able to create a good quality course using the ISD model developed. Most of them get fair and low scores on the field test 1. The score increased significantly on the field test 2, where 33.6% get excellent scores, 48.2% get good scores, and 28.2% get fair scores. The score also increased significantly on field test 3 60.5% get excellent scores, 33.6% get good scores, and only 5.9% get poor scores. Hence, it can be concluded that the ISD model developed is feasible and usable. It can be used by higher education lecturers in Indonesia as a guideline in creating a course using blended learning approach.

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confidence: 99%

Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach

Chaeruman

Wibawa

Syahrial

2020

Int. J. Interact. Mob. Technol.

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“…According to Snyder (2009), new theories and models of instructional design are necessary in order to design teaching through use of the new technology and tools provided by the Internet. The study by Foshay and Bergeron (2000) revealed that there is a big difference between the distribution of information and the teaching of information through the Internet.…”

Section: Murat çıNar Hacettepe University Turkeymentioning

confidence: 99%

“…Design theories provide pathways to reach certain outcomes (Snyder, 2009). An important issue about design is the comparison of design that is based on practice in other words, implementation to theoretical behavior (Hooker, 2004).…”

Section: Comparing Design and Descriptive Theoriesmentioning

confidence: 99%

“…According to , design theories, as opposed to descriptive theories, are more practical and applicable for applied fields such as education. Similarly, Schrum (2005) states that studies of educational technologies should focus on defining certain instructional problems and identifying the most suitable technology applications for the solutions to these problems (cited in Snyder, 2009). Berger and Kam (1996) define instructional design as "the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction."…”

Section: Comparing Design and Descriptive Theoriesmentioning

confidence: 99%

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Handbook of Research on Engaging Digital Natives in Higher Education Settings

Pinheiro¹,

Simões²

2016

Advances in Higher Education and Professional Development

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This study presents the results obtained from a literature review on Web-based instructional design models in order to form a basis for Web-based course design practices. The pioneering studies in literature mainly focused on the components of Web-based instruction and how to direct learning processes in an interactive environment. The studies that proposed design models for Web-based courses were generally based on literature, so they did not sufficiently reflect how the components of a model would be implemented in design practices. In the relevant literature, studies based on authentic design cases are limited. These studies, in which design efforts and processes are described in narrative form, did not go beyond specific contexts and could not be regarded as models. Consequently, there is a need for more studies that provide guidance on how design instructions should be implemented so as to address and resolve the problems that may be encountered in this process.

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“…Instructors need to understand technology well enough to apply it, and be able to discern how to prevent technology from impeding student progress, while at the same time use it to encourage better results and greater understanding (Koehler & Mishra, 2009). Web tools can be used to support learning outcomes and increase interaction (Snyder, 2009) Online instructors also need to master the LMS and keep up with emerging technologies (Yang & Cornelious, 2005). The LMS facilitates course design, with easy to use tools and features, but these functions do not equate to good course design (Fabry, 2009).…”

Section: Transitioning Onlinementioning

confidence: 99%

Adaptation and Acceptance in Online Course Design from Four-Year College and University Instructors: An Analysis using Grounded Theory

Baldwin¹

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serving on my committee.Each of you challenged me in a different way. I am grateful for the opportunities you created for me; they allowed me to improve and refine this work.The participants of this study graciously shared their time and perspectives with me. Without them, this work would not have been possible. The same can be said of Dr.Uribe-Florez, who connected me with many of the participants by generously sharing her network with me.I also appreciate Dr. Hung for his willingness to persevere in helping me, Dr.Yang for being an excellent example of a professor, and Dr. Trespalacios for his expert guidance and kindness. Finally, a special and additional thank you to Dr. Ching who has provided counsel, patience, and grace throughout this experience.v ABSTRACT This study investigated the perspective of tenured and tenure-track instructors at public four-year colleges and universities involved in online course design. Using a classic grounded theory approach, 21 tenured and tenure-track instructors who had designed online courses for public four-year colleges and universities were interviewed about their experience. A pilot study was performed on this subject earlier that tentatively suggested instructors rarely use formal instructional design principles, yet their design tasks show a striking similarity to those formalized in the ADDIE model. In this study, the findings of the pilot study were expanded. Additional data helped develop a theory of adaptation and acceptance in online course design. This theory posits that instructors adapt to the online environment by incorporating what they are familiar with from faceto-face instruction. This process of incorporation is referred to here as adaptation. In addition, there is a desire for what is here designated as acceptance of their online courses: from their students, colleagues, and administrators. In response to these basic social processes, instructors develop strategies to compensate online for elements that they are accustomed to in traditional face-to-face courses (e.g., eye contact). This study provided an opportunity to understand the reason for the process of online course design from the online instructor's viewpoint, rather than simply focusing on the process of course design itself, and serves as a basis for generating hypotheses for further research.vi

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Instructional-Design Theory to Guide the Creation of Online Learning Communities for Adults

Cited by 27 publications

References 10 publications

Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach

Development of an Instructional System Design Model as a Guideline for Lecturers in Creating a Course Using Blended Learning Approach

Handbook of Research on Engaging Digital Natives in Higher Education Settings

Adaptation and Acceptance in Online Course Design from Four-Year College and University Instructors: An Analysis using Grounded Theory

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