The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Online Course Design and Development among College and University Instructors: An Analysis using Grounded Theory
Open accessAbstract
In this study, a grounded theory approach was used to investigate the process college and university instructors undergo to design and develop online courses. Fourteen instructors who created online courses for four-year colleges and universities were interviewed about their experience designing and developing online courses. Results showed that participants begin the process with objectives and/or with existing course outlines, typically taken from online and face-to-face courses. Next, the instructors structure the course and chunk content. The instructors interviewed rarely use formal instructional design principles, but their design tasks show a striking similarity to those formalized in the ADDIE model. Student feedback (evaluation) motivated the instructors in their development efforts after initial course delivery. The study discusses practical implications and suggests opportunities for future research.
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A significant challenge for university teachers has been their lack of the pedagogical content knowledge (PCK) needed for teaching online.
“On top of that, a significant challenge for university teachers has been their lack of the pedagogical content knowledge (PCK) (Shulman 1987) needed for teaching online (Angeli and Valanides 2005; Kali, Goodyear and Markauskaite 2011; Ching, Hsu and Baldwin 2018).”
From Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity (2020) · cites this paper as Ching, Hsu and Baldwin 2018
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Cites
The Discovery of Grounded Theory; Strategies for Qualitative Research
Glaser, B. G., Strauss, A. L., & Strutzel, E. (1968) · Nursing Research · doi:10.1097/00006199-196807000-00014 · Cited by 39,449
Development and use of the ARCS model of instructional design
Keller, J. M. (1987) · Journal of Instructional Development · doi:10.1007/bf02905780 · Cited by 2,332
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Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020) · Postdigital Science and Education · doi:10.1007/s42438-020-00155-y · Cited by 2,130
Metadata
- Authors
- Baldwin, S. J., Ching, Y.-H., & Friesen, N.
- Affiliations
- Boise State University (US)
- Venue
- Online Learning
- Publisher
- The Online Learning Consortium
- Published
- 2018-06-01
- Volume
- 22
- Issue
- 2
- ISSN
- 1092-8235 (ISSN-L)
- 2472-5730
- 2472-5749
- OpenAlex
- W2805250209
- Cited by
- 70
- References
- 2
- Citations by year
- 2026: 3 · 2025: 5 · 2024: 7 · 2023: 13 · 2022: 13 · 2021: 20 · 2020: 4 · 2019: 4 · 2018: 1
- FWCI
- 23.51
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Online Learning (publishedVersion, cc-by)
- ScholarWorks (Boise State University) (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Social Sciences › Education › Open Education and E-Learning
- Keywords
- online course design, faculty experiences, ADDIE model, teaching principles, course objectives, content organization, student feedback, higher education teachers
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