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A collaborative, design-based approach to improving an online program
Swan, Karen · Day, Scott L. · Bogle, Leonard Ray · Matthews, Daniel B.

Published1 November 2013
JournalThe Internet and Higher Education
Volume 21, Issue April 2014, Pages 74-81
CountryUnited States, North America

ABSTRACT
This paper explores the effects of a collaborative, design-based approach to improving teaching and learning in core courses in an online program. It describes research which tested a model for linking iterative, theory based improvements in the design and implementation of online courses to learning outcomes. The researchers, who are also faculty in a graduate-level Teacher Leadership program, used the Quality Matters and Community of Inquiry frameworks to address first course design (QM) and then course implementation (CoI) issues across multiple semesters. Results show improved learning outcomes in most core courses from this two-step process.

Keywords course redesign · online learning program · design-based research · Community of Inquiry · Quality Matters

CoI focusTeaching presence
PopulationGraduate
Study designDesign-based research
Study aim"[To test] a model for linking iterative, theory based improvements in the design and implementation of online courses to learning outcomes."
Finding"Results show improved learning outcomes in most core courses from this two-step process [QM and CoI for course design; CoI for course implementation]."
LanguageEnglish
ISSN1096-7516
RefereedYes
DOI10.1016/j.iheduc.2013.10.006
URLhttps://linkinghub.elsevier.com/retrieve/pii/S109675161300050X
ExportBibTex · EndNote · Tagged XML · Google Scholar


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