The process of designing for [online] learning response to Bennett et al

This article examines practical implications of the work by Bennett et al. (Educational Technology Research and Development 65(1):125–145, 2017) entitled, “The process of designing for learning: Understanding university teachers’ design work”. It addressed the knowledge gap of design practices of un...

Full description

Saved in:
Bibliographic Details
Published in:Educational technology research and development Vol. 69; no. 1; pp. 289 - 293
Main Author: Lee, Dabae
Format: Journal Article
Language:English
Published: New York Springer Science + Business Media 01.02.2021
Springer US
Springer
Springer Nature B.V
Subjects:
College Faculty
Designs for Learning
Distance learning
Education
Educational Technology
Electronic Learning
Instructional design
Learning and Instruction
Online education
Online instruction
Professional development
Qualitative research
Research and Development
Teacher education
Teachers
Professional development
Online learning
Design practice
ISSN:1042-1629, 1556-6501
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article examines practical implications of the work by Bennett et al. (Educational Technology Research and Development 65(1):125–145, 2017) entitled, “The process of designing for learning: Understanding university teachers’ design work”. It addressed the knowledge gap of design practices of university faculty by conducting an extensive qualitative study with 30 interviewees. Three design practices reported that are incremental and iterative. Understanding these common design practices is critical to effectively and efficiently support faculty with transferring their instruction online when many institutions face the challenge of supporting a large number of inexperienced faculty with transferring instructions online. Based on the findings, three stages of support can be devised for before, during, and after sessions. Given the non-systematic cyclic design process of the teachers, need-based, just-in-time support and resources may be helpful. Although the reported process is not specifically for online learning design, the findings may contribute to establishing best practices for supporting faculty’s online learning design.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-020-09915-w