Instructional Design Expertise and Managerial Coaching Competencies

2021 ◽  
Vol 34 (2) ◽  
pp. 107-110
Author(s):  
Frank Q. Fu
Keyword(s):  
Instructional Design ◽  
Managerial Coaching ◽  
Design Expertise ◽  
Coaching Competencies

Instructional design expertise: A cognitive model of design

1995 ◽  
Vol 23 (5-6) ◽  
pp. 321-349 ◽  
Author(s):  
Ray S. Perez ◽  
Julie Fleming Johnson ◽  
Cathy D. Emery
Keyword(s):  
Instructional Design ◽  
Cognitive Model ◽  
Design Expertise

An Investigation of Development Toward Instructional Design Expertise

2008 ◽  
Vol 19 (4) ◽  
pp. 63-90 ◽  
Author(s):  
Patricia L. Hardré ◽  
Xun Ge ◽  
Michael K. Thomas
Keyword(s):  
Instructional Design ◽  
Design Expertise

Delivering Online Expertise, Online

2011 ◽  
pp. 193-214
Author(s):  
Stephen Quinton
Keyword(s):  
Professional Development ◽  
Instructional Design ◽  
Staff Development ◽  
Web Sites ◽  
Teaching And Learning ◽  
Learning Goals ◽  
Educational Design ◽  
Web Based ◽  
Design Expertise ◽  
Online Staff Development

This chapter describes two strategies for delivering educational design expertise and online professional development via the Internet. The issues and difficulties pertaining to the design and application of online staff development are examined in terms of the factors and needs that were observed during the implementation phases. The professional development initiative focuses on staff development Web sites which aim to inspire instructional design staff to understand the implicit teaching and learning goals used by lecturers and to assist lecturing staff to increase their awareness of instructional design methodologies. This approach allows participants engaged in online developments to share a common pool of understanding and expertise. The chapter concludes by identifying the potential advantages of the Web-based professional development strategies.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

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