The VIP Approach - Applying a Virtual, Interdisciplinary Partnership to Support Innovation and Authentic Learning in Distance Education

Sweany, Noelle Wall; Finbow, Emily; Li, Yun; Burgner, Rebecca L.

doi:10.1007/s11528-020-00497-1

Cited by 1 publication

(3 citation statements)

References 10 publications

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“…Thus, there is often a challenge to adhere to set timelines within partnerships that involves multiple stakeholders. Even given realistic time frames, there is the added pressure of meeting the realities of the design process (Ezell, 2021;Sweany et al, 2020). Chao et al (2010) also agree that time pressure is a barrier in the course development process.…”

Section: Time Commitmentmentioning

confidence: 90%

“…The literature review also showed that additional roles may include such stakeholders as students, a project lead, a course developer, IT staff responsible for technical support, as well as a whole department, such as a distance learning office or an IT office. Partnerships may also be formed with the participation of an industrial partner (Jameson, 2008;Sweany et al, 2020).…”

Section: Stakeholders Involved In Partnership Modelsmentioning

confidence: 99%

“…This, in turn, results in a better-quality product and a shorter time required for its production (Meyen et al, 1999). Sweany et al (2020) reported an example of multisectoral partnerships, where one stakeholder was an external client. Such a partnership model ensured authentic learning experiences for novice learning designers and produced critical and timely feedback from the client after the implementation of the online course template.…”

Section: Interdisciplinary/ Multisectoral Collaborationmentioning

confidence: 99%

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Partnership models in online learning design and the barriers for successful collaboration

Rotar

2023

RPTEL

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The design of quality online courses is a team task, as this process requires multiple areas of expertise that are not typically possessed by a single individual. Yet, existing models of stakeholder partnerships in online learning design, and their nature, has yet to be explored in depth. This study was designed to address this gap. Using the PRISMA guidance, twenty-one articles that documented the experience of teamwork in designing online courses or programmes were analysed. For each study, a reported partnership model, stakeholders involved in the teamwork, and barriers to their communication were considered. Six partnership models in online learning design were identified: mentoring and guidance; equal collaboration; technical or formal support; multisectoral collaboration; focus on relationship building; and an iterative or flexible approach. Key barriers to establishing successful partnerships include poor knowledge of the design process, lack of financial incentives, no adequate regulation of the design process, insufficient project planning and management, time constraints and required time commitments, increased workload, and psychological barriers.

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Section: Time Commitmentmentioning

confidence: 90%

Section: Stakeholders Involved In Partnership Modelsmentioning

confidence: 99%