2013
DOI: 10.1007/s11423-013-9306-5
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Team design communication patterns in e-learning design and development

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Cited by 9 publications
(7 citation statements)
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“…As such, this study cautiously gives reason to challenge the claim that teachers' design approach is unsystematic (Hoogveld, Paas, & Jochems, 2003). The design approach of teachers can hardly be represented by instructional design (ID) models or other system design models (Rapanta, Maina, Lotz, & Bacchelli, 2013). Important decisions are made when teachers encounter a problem.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
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“…As such, this study cautiously gives reason to challenge the claim that teachers' design approach is unsystematic (Hoogveld, Paas, & Jochems, 2003). The design approach of teachers can hardly be represented by instructional design (ID) models or other system design models (Rapanta, Maina, Lotz, & Bacchelli, 2013). Important decisions are made when teachers encounter a problem.…”
Section: Conclusion and Discussionmentioning
confidence: 99%
“…This study suggests that an important dimension is added by looking at explicated design reasoning to get a more comprehensive and fine-grained understanding of the intuitive decision making process and design judgment. This study therefore set the stage for future studies on teachers' explicated design reasoning to incorporate literature on design conversations (see for instance Rapanta et al, 2013). Future research should endeavor to better understand how existing orientations are explicated.…”
Section: Discussionmentioning
confidence: 99%
“…As can be seen from the Appendix, more concrete interaction steps were subdivided under each main category. For this, an appeal was made to the work of Boschman et al (2014), Rapanta et al (2013), Stempfle and Badke-Schaub (2002), and Walker (1971). The transcripts of the different meetings of the three teams were analysed sentence-by-sentence, allowing to ascribe single utterances to categories of the coding scheme.…”
Section: Audio Recordings Of Each Meetingmentioning
confidence: 99%
“…Similarly, Dick and Carey is process oriented and analyzes instructional goals, specifies performance, develops criteria for achievement and instructional design strategy, creates materials, and develops and conducts evaluations to ensure learning objectives are met (Dijkstra, Schott, Seel, Tennyson, & Seel, 2013). Although both these models are valuable in creating a systematic process for course development and sound evaluation, their focus is more on process versus specific instructional design methods or strategies (Rapanta, Maina, Lotz, & Bacchelli, 2013; Silber, 2007). On the contrary, Gagne’s Nine Events of Instruction provide more details about how to create instructional activities: gaining student attention, informing students of goals, stimulating recall of prior learning, presenting content, providing learning guidance, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer (Franklin, 2017; Gagné, Briggs, & Wager, 1992).…”
Section: Communities Of Inquiry and The Social Presence Modelmentioning
confidence: 99%