The expansion of online courses and online degree programs in higher education has required many online instructors to assume the roles of instructional designers and course developers in addition to their roles as course instructors and subject matter experts. In many situations, the online faculty receive no training in instructional design and course development. This phenomenological study investigated the lived experiences of four online undergraduate faculty, in a Department of English, to discover how they either learned instructional design or adapted an instructional design process to design and develop their online courses. None of the faculty received training in instructional design or online course development, yet they were expected to serve as their own instructional designers and developers. In this study, participants were interviewed, and they shared their instructional design and development experiences, along with the meanings they attached to those experiences. The rich, detailed descriptions from the participants' perspectives about their instructional design and development processes enabled the researcher to discover common themes or horizons that described the crux of this phenomenon. Study findings suggest that these participants were self-taught instructional designers and developers, and that they believed they would have been more effective instructional designers and developers had they received instructional design and development training prior to their first online instructional design experiences.When I asked him to further describe his instructional design process, he stated: My instructional design has been very trial and error. I based my instructional design entirely on my experiences with surfing the Internet, looking at Web sites, anbsp;...
|Title||:||Professors as Instructional Designers: Lived Experiences in Designing and Developing Online Instruction|
|Author||:||Roberta S. Albi|
|Publisher||:||ProQuest - 2007|