Education Commons^™

Building Community In Online Faculty Development, Jennifer Mckanry

Dissertations

The purpose of this mixed-methods study was to examine current best practices building community in online faculty development (FD). Ongoing participation in pedagogical FD is critical to teaching today due to changing technologies, pedagogical strategies, and increasing numbers of at-risk students. However, competing demands make prioritizing FD challenging. As a result, many institutions are implementing online asynchronous FD offerings. Little research exists on online offerings specifically for faculty with needs and motivations different from students. Particularly, it is important to look at social construction of knowledge through community in online asynchronous FD.

This study supplemented the scant literature by interviewing …

An Examination Of The Decision-Making Process Instructional Designers Use To Complete Projects With The Constraints Of Limited Time And Tools, Denesha Kaye Rabel

STEMPS Theses & Dissertations

Based on a phenomenological theoretical perspective, the purpose of this qualitative study was to explore how instructional designers make decisions related to determining which layers and related instructional design activities to address based on time and tool resource constraints. To explore the topic, this study was guided by five research questions which included: (a) what type of time and tool constraints do instructional design practitioners experience, (b) how do instructional design practitioners make decisions based on time constraints when completing work projects, (c) how do instructional design practitioners make decisions based on tool constraints when completing work projects, (d) how …

Effects Of Pre-Tests And Feedback On Performance Outcomes In Massive Open Online Courses:What Works And What Doesn’T?, Maria Janelli

Dissertations, Theses, and Capstone Projects

This experimental study examined the effects of pre-tests and feedback on learning outcomes in a five-week massive open online course (MOOC). The participants (N = 399) were adults from around the world who self-enrolled in the American Museum of Natural History’s (AMNH) climate change MOOC (called Our Earth’s Future) offered on the Coursera platform. Participants were randomly assigned to one of four conditions. Learners in the first treatment group took pre-tests without receiving feedback. Learners in the second treatment group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third treatment group took pre-tests and received elaborate feedback. The …

Components Of Fluency-Based Instruction In The College Classroom, Jennifer Kourassanis Velasquez

Dissertations, Theses, and Capstone Projects

The current research regarding the use of fluency-based instruction (FBI) to teach academic skills suggests the addition of FBI to traditional instruction produces better learning outcomes than traditional instruction alone. However, there is a lack of comparative research of the addition of FBI to traditional instruction vs. traditional instruction alone on student performance outcomes with college students. The present study was composed of two experiments to examine the effects of the addition of a component of FBI using a modified SAFMEDS (Say All Fast Minute Every Day Shuffled) strategy to traditional instruction within the course’s existing curriculum on quiz and …

Inquiry In Inquiry: A Classification Of The Learning Theories Underlying Inquiry-Based Undergraduate Number Theory Texts, Rebecca L. Butler

Honors Projects

While undergraduate inquiry-based texts in number theory share similar approaches with respect to learning as the embodiment of professional practice, this does not entail that these texts all operate from the same fundamental understanding of what it means to learn mathematics. In this paper, the instructional design of several texts of the aforementioned types are analyzed to assess the theory of learning under which they operate. From this understanding of the different theories of learning employed in an inquiry-based mathematical setting, one can come to understand the popular model of what it is to learn number theory in a meaningful …

An Exploration Of Professional Preparedness Of Instructional Designers To Evaluate, Philena V. Devaughn

STEMPS Theses & Dissertations

Formative, summative, and confirmative evaluation of instructional products determine whether learner objectives have been attained and substantiate the value of the instruction. The ability to implement an evaluation plan is classified as an essential skill for instructional designers by the International Board of Standards for Training and Performance Improvement (IBSTPI). Previous research has ascertained that entry-level instructional designers have failed to master the skills required to create evaluation plans.

The purpose of this qualitative study was to examine the professional preparation received by instructional designers, for instruction evaluation, through graduate level programs. The data collected for this study was the …

Reimagining The Community Of Inquiry Model For A Workplace Learning Setting: A Program Evaluation, Krista Kirby Singleton

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to conduct an evaluation on a workplace training program using the Community of Inquiry (COI) model as a guide for course construction. Given that online and blended learning programs have gained popularity in the past two decades, companies have struggled with how to prepare trainers in the areas of online teaching methods and instructional technology usage to create an effective and engaging learning environment. In this study, I utilized the COI model, created for use in higher ed settings, in a workplace setting as a curriculum framework to revamp an unsuccessful online learning program. …

An Instructional Designer Competency Framework For Complex Learning Designs, David Alan Schubert

CCE Theses and Dissertations

Learning design competency frameworks published by professional organizations, exist for typical instructional design efforts. However, a review of literature revealed a lack of frameworks available for the creation of complex learning designs (CLDs). The goal of this research was to develop a competency framework for the creation of CLDs. Quantitative and qualitative methods were employed in the four phases of the design and development research approach In phase one, a survey based on the Educational Technology Multimedia Competency Survey (ETMCS) was sent to instructional designers who self-reported as having experience creating CLDs. The purpose of phase one was to identify …

The Importance Of Including Interactive Immersive Technology In Instructional Design To Enhance Learner And User Experience, Shawneda Crout

All Graduate Theses, Dissertations, and Other Capstone Projects

Americans looking for work and preparing to enter the labor force use technology during every part of the journey. Every generation in the labor force and preparing to enter the labor force as freelancers, contractors, and employees need clear, effective support materials to learn how to do their job, stay abreast of the ever-changing job requirements, and deliver a satisfactory job performance. Solving the labor shortage in America will take a concerted effort from those in the private sector. Technical communicators tasked with the responsibility of designing instructional resources should know how to include interactive immersive technology in product use …

Instructional Designers As Project Managers: A Phenomenology, La Keshia Lynn Nall

CCE Theses and Dissertations

The ability to effectively manage learning design projects, consult with stakeholders (such as sponsors, subject matter experts, and learners), and direct projects to completion is a vital part of an instructional designer’s role. Although the need for project management education and experience is reiterated in the literature and in cross-industry instructional designer (ID) job postings, it was unclear how these professionals acquired and used project management skills and tools in their profession because project management is not a focus in many higher education programs intended to prepare instructional designers.

The goal of this phenomenological study was to understand the lived …