http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Instructional strategies used to design and deliver courses online
The purpose of this study is to determine if instructors teaching courses on-line use components of Reigeluth and Merrill's General Model of Instructional Design to design and deliver post-secondary instruction. The study identifies the instructional strategies employed by on-line instructors and compares them to three components of the model. To achieve this purpose, survey research methodology was used to collect, analyze, and report on the data. A written questionnaire of ten open-ended questions corresponding to the three components of the model served as the data collection instrument. Semi-structured interviews also were conducted with selected instructors. The research population for this study was 78 instructors who teach courses on-line at post-secondary institutions. The 56 instructors who completed the written questionnaire formed the research sample, giving a response rate of 72%. An "Informed Sub-sample" of 12 of the instructors who responded was selected to participate in semi-structured interviews to obtain supplemental data. Data from the questionnaires and the interviews were entered into a database and analyzed. The responses indicate that instructors do use instructional components from the General Instructional Design Model. The most used is the "methods" component, and all three of the method variables-organization, delivery, and management-are emphasized equally. There is a mixed opinion among the instructors regarding the "conditions" component of the model. Although some instructors consider this component important, a few regard it as unnecessary and hence do not consider it when designing and delivering courses on-line. the outcome variables of the model, individual leamer outcome is most emphasized. Moreover, the instructional strategies identified by this study reveal that on-line instruction is less teacher-centered and more student-centered than traditional classroom instruction. The role of the on-line instructor is not merely that of a provider of information, but rather that of a facilitator, collaborator, guide, and motivator for the students. Studentfocused instructional strategies, such as communicating with students, promoting interaction, giving feedback, facilitating discussions, creating leamer-centered activities, and ensuring flexibility, are prominent in on-line course design and delivery.
"Major Subject: Curriculum and Instruction".
Issued also on microfiche from University Microfilms Inc.
Includes bibliographical references: pages 93-106.