Using a Collaborative Design Model for Developing Quality Online Courses

Abstract

is the Instructional Designer for Worcester Polytechnic Institute. Her primary role involves partnering with teaching faculty to create and develop courses in the online, blended, and face-to-face environments. Caitlin serves as the designer, facilitator, and instructional design consultant for the Faculty Institute for Online Teaching program. Caitlin holds a Master of Science degree in Learning Technologies and Instructional Design from Drexel University and a Bachelor of Science degree in Chemistry from Lebanon Valley College.

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

“…The literature also confirms that collaboration between different stakeholders in online learning design is not a trend, but a core aspect of the design process (Keller, 2018;Tatarinov, 2020;White & White, 2016). The need for a team effort on a practical level is also recognised.…”

“…In some instances, the term partnership is used in addition to collaboration. For example, when talking about the development of a professional value system, Meulemans and Carr (2013) place primary emphasis on the meaningful collaboration and partnership, whereas Keller (2018) uses the term collaborative partnerships. Some authors prefer one term to the other (Ezell, 2021;Harp Ziegenfuss & Furse, 2016;Jameson, 2008).…”

“…In the past, it was acknowledged that the design of quality online courses is a team task, as this process requires multiple areas of expertise (Campbell et al, 2009;Keller, 2018;Tatarinov, 2020;White & White, 2016). Tatarinov (2020) highlights the peculiarities of online teaching and learning, and describes the challenges faced by online learning designers.…”

“…To address challenges in communication, the literature advocates relationship building based on mutual support and trust among different stakeholders (Pan et al, 2003). It has been argued that a strong partnership foundation reduces the risks of misunderstandings and minimises the time of design completion (Chao et al, 2010;Keller, 2018). The development of such relationships ensures that different visions and goals are considered.…”

Anytime-anywhere Engineering Experimentation

“…In the summer of 2019, the faculty advisor for the project along with other colleagues enrolled in a Faculty Institute for Online Teaching, FIOT. [7] A primary function of the mini-course was to engage with instructional designers and layout a course beginning with the outcome objectives and working backwards to accomplish these objectives. [8] In the fall 2019 the course developers encouraged the mechanical engineering department to propose the course to the institute.…”