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ERIC Number: EJ1067324
Record Type: Journal
Publication Date: 2015-Jul
Pages: 10
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-8756-3894
Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program
Dabbagh, Nada; English, Mary
TechTrends: Linking Research and Practice to Improve Learning, v59 n4 p22-31 Jul 2015
This research examined students' self-reported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university's graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design Portfolio, a one-credit capstone course designed to prompt students to reflect on their achievement of program goals and objectives. Students reported they were most proficient in the Design (83.14%) and Development (75%) standards as defined by AECT and the Professional Foundations (78.71%) and Design and Development (72.39%) competencies as defined by IBSTPI. Students reported they were least proficient in the Utilization standard (62.73%) as defined by AECT and the Implementation and Management competency (59.16%) as defined by IBSTPI. The results also revealed the program courses that were most frequently credited for facilitating students' achievement of ID standards and competencies.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A