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An Online Institute for Teaching Graduate Students to Design Online Courses: A Design-based Research Study
Abstract
Online learning continues to expand in the United States and around the world. Arguably, online teaching is different from traditional teaching in that the former requires unique pedagogical and technological skills. While researchers acknowledge the importance of preparing graduate students for their future teaching roles, there is a lack of professional development programs to prepare graduate students for their future teaching responsibilities which will most likely include online teaching. This research evaluates an institute, as a potential solution to prepare graduate students to teach online effectively. Using the design-based research framework and mixed-method approach, this study aims at accomplishing the twin goals of developing a successful intervention to prepare graduate students for online teaching and seeking to gain insights into useful "design principles" that can guide the development and implementation of similar professional development programs. The findings provide evidence that the professional development increased participants' confidence in planning and designing online courses. The findings also indicate that the backward design model, the TPK (Technological, Pedagogical Knowledge) framework, and collaborative learning are useful theoretical frameworks for designing effective professional development programs.
Subject Area
Instructional Design
Recommended Citation
Rouamba, Guieswende Hyacinthe, "An Online Institute for Teaching Graduate Students to Design Online Courses: A Design-based Research Study" (2020). ETD collection for University of Nebraska-Lincoln. AAI27737284.
https://digitalcommons.unl.edu/dissertations/AAI27737284