ashbaugh dissertation defense presentation
DESCRIPTION
TRANSCRIPT
A Dissertation Study
ONLINE PEDAGOGICAL QUALITY QUESTIONED: PROBING INSTRUCTIONAL DESIGNERS’
PERCEPTIONS OF LEADERSHIP COMPETENCIES CRITICAL TO PRACTICE
ByMarcia L. AshbaughCapella UniversityDoctoral ResearcherMentor: Dr. Rod Sims
Context of Study- Observations
Naidu (2003) found “a schedule, brief outline of the course content, PowerPoint slides of the lecturer’s notes, and sometimes, sample examination papers” (p. 349)
and not much more.
Inferior Online Course Quality
New Mode of
Learning
Common Issues
• Economic shortages
• Team motivation
• Staying current
Context of Study - Environment
Expert Designers
Academics
Online
Research Focus
Quality of OnlineLearning Course DesignPedagogies Explored for…
…Influence of Leadership
Competencies on Quality
Key Research - Quality
QualityPhipps & Merisotis (1999); Russell (2001); Cavanaugh (1999); Warren and Holloman (2005) > No significant difference
Clark (1994); Merrill (2005) > Computers only tools
Dede et al. (2007) > Positive effect in online communities
Der-thanq, Hung, and Wang (2007) > Traditional pedagogies = low course effectiveness
NSSE (2008) > Learning sought on deeper level; increased collaboration
Allen & Seaman (2006); Seaman (2009) > Faculty consider online inferior
Bernard et al. (2009) > Aligned strategies/learning context
Key Research - Competency
ID CompetencyIBSTPI (2000); Spector et al. (2006) ~ 23 ID competencies
Leadership CompetencyDooley and Lindner (2007) ~ Increased leadership competencies
Scott, Coates, and Anderson (2008) ~ Poorly understood
Fullan and Scott (2009) ~ Leadership lacking
Key Research - Leadership
Leadership in PracticeCampbell, Schwier, and Kenny (2009) ~ Perceptions of change agent, leader
Kim, Baylor, and Group (2006); Velletsianos and Miller (2008) ~ Leadership exhibited in contemporary onlinelearning tools
Gessick and Derry (2010) ~ Leadership competencies revealed during asynchronous activities meaning
DeBlois (2005) ~ Leadership competencies linked to success for advancing ID field
Theoretical Construct
Central Research Phenomena:
Quality of online
academic pedagogies.
Instructional Design Competency
Leadership Quality
Theoretical Framework
RESEARCH PROBLEM AND PURPOSE
THE PROBLEM
Lack of online course quality
THE PURPOSE
◦Investigate current quality status
◦Relationship to ID leadership competencies
◦Effect on learners
Research Questions
What instructional design leadership competencies are identified as critical to creating quality online learning designs?
What are the characteristics of courses created by participants who have identified critical leadership competencies?
How do students evaluate the quality of courses by those using the identified critical leadership competencies?
Methodology-Qualitative
Population/Sample◦Instructional designers
◦AECT members
◦6 experts
◦Higher academic roles
◦US and Canada
Data Collection◦In-depth interviews
(Masterman et al., 2009)
◦Course designs◦Student evaluations
Instrumentation◦Work samples◦Researcher/
interviewer
• Bracketing (Kaplan, 2004; Moustakas, 1994)
Methodology-Process
Data Analysis
Interviews◦NVivo9 software
◦Constant comparison (Berelson, 1952; Gelo et al., 2008; Richey & Klein, 2007)
◦Themes and categories (Masterman et al., 2009)
• Documents• Content analysis• Quality Matters™ rubric• O/A/S/A alignment • (Sims, in press)• Student engagement (NSSE, 2008)• Student satisfaction• Perceived course quality
• Journals• Reflexivity (Kaplan,
2004; Moustakas, 1994)
• Research (Seidman, 2006)
Competencies for Practice
Competencies for Designs
Strategy
Vision
Personality
Productivity
Student Engagement ◦ Learner-Centered◦ Personal Knowledge
ControlStudent Satisfaction
◦ Perception of Quality◦ OASA Alignment
QUALITY
SUMMARY OF FINDINGS
RQ1 Analysis“What instructional design leadership competencies are identified as critical to creating quality online learning
designs?”
Themes and Categories
Vision
Prod-uct-iv-
ity
Strategy
Competencies
Values
Personality
Emo-tional Strength
Attributes
Mentor-ing
Duties
Response
Participant Words on Leadership:P3 ~Strategy - knowledge of current theoriesProductivity - best practicesP1 ~Personality – collaboration; clear
communicationVision – convey purposeP2 ~Mindset – ready for change
Implications
StrategiesContextualized learningEngagementResearch-based strategiesEthical practicesCollaboration, connectedness
VisionStewards, change
agentsGlobal thinking,
collaborationOpen-source LO’sWikis, Blogs
PersonalityCommunicationWithout it, leaders failVital to quality
ProductivityAssumes responsibilityLeaders as producerImpacts the learner
Themes and Categories
RESULTS of DATA ANALYSIS FOR RESEARCH QUESTION 2
RQ2 Analysis“What are the characteristics of courses created by participants who have identified critical leadership
competencies? ”
10%15%
10%65%
Competencies in Participant Designs
ActivitiesAssessmentsObjectives/OutcomesInstructional Strategies
31%
31%
15%
8%
8%8%
Instructional Strategies by Cat-egory
Authentic TasksInteractionLearner-control TasksProblem-solvingTheory-based Instruc-tionValues-based Instruc-tion
Response
Course Design Results by Quality Matters
Category Points achieved/Points possible
Percentage standards met
Learning objectives
8.2 our of 9 91.1%
Assessment and measurement
11.4 out of 13 87.7%
Learning engagement
8.6 out of 10 86.0%
Total 28.2 out of 32 88.1%
Implications
Objectives
Strategies
Activities
AssessmentsQUALITY
Themes and Categories
RESULTS of DATA ANALYSIS FOR RESEARCH QUESTION 3
RQ3 Analysis“How do students evaluate the quality of courses by those
using the identified critical leadership competencies?”
Student Engagement = 90%
Student Satisfaction = 87%
High Course Quality = 90%
Response
Student evaluations – are they about the teacher or the student?
P6 ~“The purpose for the instructional design
must be the learningand [the] change of the learners”
Implications
Quality
Design decisions
Engagement
Learner-control
Satisfaction
Authentic tasks
Future Research
Research Ideas
Leadership principles in action
Case studies, ethnographies of designers
Impact of principles on learning
Action research in course rooms
Leadership in design process to validate models, metrics
Design and development research
The 7 Ps of Leadership Model
Principles of Leadership(to Possess or Engage In)
Prescience (Vision)Preventive/Proactive Thinking
(Strategy)Provision for the Unexpected
(Strategy)Personality (Interpersonal Skills)Productivity (Productivity)Psychological Toughness
(Decision-making)Personal Convictions (Values)
Kowch (2009) ~“New leaders need new ways to address these issues beyond the instructional leadership literature, which was found lacking due to a classical focus on the supervision of instructors/teachers more than with the leading of the instructional process (design and development, as we know it).”
Significance to Instructional Design Field
Leadership
Online Registrations Globe Unraveling Mobile Learning