A collaborative, design-based approach to improving an online program

Swan, Karen; Day, Scott; Bogle, Leonard; Matthews, Daniel B.

doi:10.1016/j.iheduc.2013.10.006

Cited by 59 publications

(27 citation statements)

References 11 publications

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“…The current study used indicators of well‐defined course design, and finds that course design has a strong and positive significant relationship with both user satisfaction and learning outcomes. This is consistent with findings and conclusions in the literature (Barbera, Clara, & Linder‐Vanberschot, ; Martín‐Rodríguez et al., ; Swan, Day, Bogle, & Matthews, ).…”

Section: Discussionsupporting

confidence: 92%

The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

Eom

Ashill

2016

Decision Sci J Innov Edu

268

234

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A stream of research over the past decade that identifies predictors of e‐learning success suggests that there are several critical success factors (CSFs) that must be managed effectively to fully realize promise for e‐learning. Grounded in constructivist learning theories, this study advances previous work on CSFs in university online education. Structural equation modeling is applied to examine the determinants of students’ satisfaction and their perceived learning outcomes in the context of university online courses. The independent variables of motivation (intrinsic and extrinsic), student self‐regulation, dialogue (instructor‐student, and student‐student), instructor, and course design are examined as potential determinants of online learning outcomes. A total of 372 responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicate that instructor‐student dialogue, student‐student dialogue, instructor, and course design significantly affect students’ satisfaction and learning outcomes. However, both extrinsic student motivation and student self‐regulation have no significant relationship with user satisfaction and learning outcomes. Finally, intrinsic student motivation affects learning outcomes but not user satisfaction. The findings suggest that course design, instructor, and dialogue are the strongest predictors of user satisfaction and learning outcomes.

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Section: Discussionsupporting

confidence: 92%

The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

Eom

Ashill

2016

Decision Sci J Innov Edu

268

234

View full text Add to dashboard Cite

show abstract

“…A qualitative research methodology (Cohen, Manion, & Morrison, 2013), from a design-based research (DBR) approach (Anderson & Shattuck, 2012;Barab & Squire, 2004;Swan, Day, Bogle, & Matthews, 2014) was adopted in the study. The DBR approach includes two or more four phases cycles: 1. analyze the problem; 2. design and develop potential solutions; 3. implement and evaluate; and 4. reflect and report.…”

Section: The Studymentioning

confidence: 99%

Design-Based Research

Anderson

Shattuck

2012

Educational Researcher

1,352

334

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Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers' professional portfolios.A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers' TPCK are put forward.

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“…The literature also contains collaborative design-based development approaches to the revision of existing online courses (for instance Kokić, Nevin, & Malian, 2013;Swan, Day, Bogle, & Matthews, 2014). Kokić et al (2013) emphasised the importance of the collaboration between instructors and administrators in online course development to facilitate and improve learning and teaching practices.…”

Section: Introductionmentioning

confidence: 99%

“…The authors also highlighted that online courses require ongoing revisions due to changes in the subject field, pedagogical approaches, and technological advances, and organisational support and cooperation between instructors have an important place in this revision process. The model proposed by Swan et al (2014) associates iterative and design-based improvements to learning outcomes in the online course design and development process. In this model, two step iterative processes, the quality matters rubrics and the community of inquiry framework, were used to make the initial online course design and then to address the issues that arose during the implementation of the course.…”

Section: Introductionmentioning

confidence: 99%

Guidelines for Transferring Residential Courses into Web

Tüzün

Çınar

2016

IRRODL

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This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams' processes of putting courses, which were being taught in classrooms at the time, on the Web were examined in depth to reveal and confirm the components of the design model. The participants were 13 instructional designers. In addition to the logbooks kept by the designers, individual and focus group interview techniques were employed in the data-gathering process. Two researchers analyzed the data concurrently using content analysis. The logbooks and the focus-group interviews were used for model formation, and the individual interviews to confirm the components of the model. Based on the findings from the two design cases, the experience-based e-course design model consisting of seven basic stages including forming design team, preliminary search, analysis, instructional and technical design, integration, tests, and improvements was proposed. It is considered that sustaining Web-based course design efforts within this model will enable both implementing the design process more effectively, and the Web-based course obtained at the end of the process to have higher quality.

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A collaborative, design-based approach to improving an online program

Cited by 59 publications

References 11 publications

The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

The Determinants of Students’ Perceived Learning Outcomes and Satisfaction in University Online Education: An Update*

Design-Based Research

Guidelines for Transferring Residential Courses into Web

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