A Special SME : An Integrative Literature Review of the Relationship between Instructional Designers and Faculty in the Design of Online Courses for Higher Education

2020 ◽  
Author(s):  
Yuan Chen ◽  
Saul Carliner
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Instructional Designers ◽  
The Relationship

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

scholarly journals Russian Students’ Readiness for Distance Learning: Current Situation and Future Challenges

2021 ◽  
Vol 25 (2) ◽  
pp. 80-97
Author(s):  
V. N. Kiroy ◽  
D. N. Sherbina ◽  
A. A. Chernova ◽  
E. G. Denisova ◽  
D. M. Lazurenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Digital Literacy ◽  
Online Courses ◽  
Learning Technologies ◽  
Internet Technologies ◽  
Future Challenges ◽  
Distance Learning Technologies ◽  
Relationship Of ◽  
The Relationship

In the context of the COVID pandemic, there has dramatically increased the significance of distance learning technologies. Higher education will most probably increase their usage even after overcoming the coronavirus. This paper aims at assessing Russian university students’ readiness to exercise distance learning technologies. The survey within Rostov-on-Don universities provided data on 428 students’ skills in using Internet technologies when studying. It is shown that in the pre-pandemic period, no more than a quarter of students had the necessary skills to participate in video conferences, and about 16 % of students took online courses autonomously. Only 6,5 % of the respondents could manage both technologies that comprise distance learning. The results obtained on the relationship between academic performance and self-participation in online courses, as well as on the relationship of these indicators with general digital literacy and immersion in social networks, should be taken into account within wide computerization of education during the pandemic.

Deceptive Promises

2016 ◽  
pp. 691-701
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

Instructional Challenges in Higher Education Online Courses Delivered through a Learning Management System by Subject Matter Experts

2011 ◽  
pp. 330-341 ◽  
Author(s):  
George L. Joeckel III ◽  
Tae Jeon ◽  
Joel Gardner
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Instructional System ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Learning Management ◽  
Instructional Challenges

The authors are Instructional Designers developing online courses in higher education. These courses are facilitated by Subject Matter Experts and delivered through a Learning Management System. They propose that instructional alignment with pedagogic beliefs is the best instructional foundation for original course designs in this instructional context, and examine three factors unique to this context. They propose new instructional design models and a new instructional system of design to address the instructional challenges specific to their learning system context.

scholarly journals Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Florence Martin ◽  
Swapna Kumar ◽  
Liane She
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Designers ◽  
Online Instructors ◽  
Teaching Online ◽  
Research And Practice ◽  
Lifelong Learner ◽  
Online Instructor

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

scholarly journals Learning Design Decisions in Massive Open Online Courses (MOOC) Applied to Higher Education in Civil-Engineering Topics

2020 ◽  
Vol 12 (20) ◽  
pp. 8430
Author(s):  
Eva Gómez-Llanos ◽  
Pablo Durán-Barroso
Keyword(s):  
Higher Education ◽  
Civil Engineering ◽  
Online Courses ◽  
University Education ◽  
Teaching Methodology ◽  
Design Decisions ◽  
Massive Online Open Courses ◽  
Development Goals ◽  
Open Courses ◽  
The Relationship

Sustainable Development Goals (SDGs) reflect the relationship among social, economic, and environmental aspects of society. Massive online open courses (MOOCs) represent an opportunity to promote lifelong learning (SDG 4), complementing university education or providing knowledge to society free and openly. The objective of this work is to analyze experiences in one MOOC about wastewater treatment applied to higher education in civil engineering (SDG 6). The proposed educational methodology and the achieved participation results are studied. The MOOC had three editions and was hosted on the Miríadax platform. Data about sociodemographic characteristics, initial motivation, and satisfaction level were collected from questionnaires. The results highlighted the importance of design decisions to obtain a high completion rate: defining a target audience, without prejudice to the course’s open character, where the prior knowledge of students is crucial. The teaching methodology is based on autonomous and progressive learning, with short and direct master classes, social support, with the motivation of students to continue their training with opening complementary topics in the forums, following up on their doubts, and their combination with social networks.

Deceptive Promises

2015 ◽  
pp. 158-167 ◽  
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

scholarly journals Exploring the Usage of MOOCs in Higher Education Institutions

2018 ◽  
Vol 14 (4) ◽  
pp. 1-17
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Ict Use ◽  
Current Usage ◽  
Recent Developments

This article analyses the current usage of Massive Open Online Courses (MOOCs) in HEIs. First, a literature review is performed to identify and classify the recent developments in the area and to characterize the most used platforms and courses. Following this, an analysis of MOOCs offered by some HEIs is carried out to characterize and compare the courses available in the platforms. Concerning the main findings, the literature reveals that usage of MOOCs has been growing in recent years and that Coursera and EdX are the two main platforms used. The analysis of MOOCs available in those platforms shows that the number of universities using them and the number of courses offered have been increasing. The comparison between the courses available through the above-mentioned platforms shows that EdX is more interdisciplinary. The outcomes of this article are valuable for researchers on ICT use in HEI and may help professors implementing MOOCs in their own environment.

“Like Having a Tiger by the Tail”: A Qualitative Analysis of the Provision of Online Education in Higher Education

2020 ◽  
Vol 122 (2) ◽  
pp. 1-32
Author(s):  
Justin C. Ortagus ◽  
R. Tyler Derreth
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Qualitative Analysis ◽  
Online Courses ◽  
Research Question ◽  
Primary Source ◽  
Instructional Designers ◽  
Student Centered ◽  
Student Centered Learning ◽  
Faculty Role

Background/Context Online education has become an increasingly prevalent medium of instruction and the primary source of enrollment growth for colleges and universities. The well-documented growth of online education is often regarded as a response to rising costs in higher education, but the same cost-saving strategies that would allow institutions to increase their net revenue through online education may also serve to endanger the quality of student learning. Purpose/Objective/Research Question/Focus of Study This study explores how leading universities reconcile financial and quality considerations when offering online education. Research Design Drawing from interviews with 22 administrators, faculty members, and instructional designers, we conduct a qualitative analysis of how to navigate financial and quality considerations pertaining to the development and delivery of online courses and exclusively online degree programs. Findings/Results The central finding of this study focuses on the importance and pursuit of quality as an actionable goal when offering online education. We also find emergent themes related to the business model of online education, the influence of online education on the changing faculty role, and the shift toward student-centered learning in online education. Conclusions/Recommendations We offer a novel conceptual model, the Model of Quality-Driven Decision-Making in Online Education, to show how universities can navigate financial and quality considerations when offering online education in higher education.

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