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ERIC Number: ED568295
Record Type: Non-Journal
Publication Date: 2014
Pages: 182
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-4017-3
ISSN: N/A
Online Course Design in a Programmatic Framework: A Case from Social Work
Stewart, Patricia Lynn
ProQuest LLC, Ph.D. Dissertation, Michigan State University
The focus of this study centers on the way instructors, and more specifically, instructors within a programmatic initiative, think about teaching and the decision-making process they employ to design learning experiences for an online environment. Often administrative initiatives do not consider the unique individual instructor needs when planning for support and training. This study provides a perspective from the Grand Lakes University (GLU) School of Social Work and examines a group of eight online courses offered in the 2012 summer semester. Instructor interviews and observations of the courses within the Learning Management System (LMS) provide data that informs how course design decisions can impact teaching and learning factors, as well as the role that administrative support and expectations play in overall course efficacy. Course design is most often framed within the context of the field of instructional design. This study also provides a brief history of the field and describes the basic constructs that help structure understanding of the many aspects of course design that faculty face when teaching online. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A