Faculty and instructional designers on building successful collaborative relationships     

Richardson  Jennifer C.  Ashby  Iryna  Alshammari  Ali Nazil  Cheng  Zui  Johnson  Brian S.  Krause  Terri S.  Lee  Daeyeoul  Randolph  Anthony E.  Wang  Huanhuan 《Educational technology research and development : ETR & D》2019,67(4):855-880

Employing phenomenological techniques this qualitative study investigates perceptions of collaborative relationships between instructional designers and faculty at an R1 university. While past research has considered the growing involvement of instructional designers in course development, and knowledge and skills expected from an instructional designer, little attention has been paid to what constitutes an effective collaboration and how it can be developed from the perspectives of both instructional designers and faculty. Based on semi-structured interviews of faculty and instructional designers, the following four thematic categories were uncovered: (1) reasons for collaborative efforts; (2) structure of collaborative relationships; (3) supports of and barriers to collaboration; and (4) essential competencies and strategies for instructional designers and faculty in a collaborative partnership. Our findings support the existing research on the importance of collaboration between instructional designers and faculty, and spotlights instructional designers in the higher education setting. They also outline key elements of an effective relationship, including understanding the role of an instructional designer, trust and rapport building (and its components), administrative support and faculty buy-in. Suggestions are made for to how overcome potential barriers to ensure an effective and collaborative partnership. Implications and future directions for research and training programs are discussed.

  相似文献   

Experiential learning experiences in an online 3D virtual environment for mental health interviewing and diagnosis role-playing: a comparison of perceived learning across learning activities     

Lowell  Victoria L.  Alshammari  Ali 《Educational technology research and development : ETR & D》2019,67(4):825-854

Educational technology research and development - Role-playing simulations can provide students with experiential learning opportunities to develop strong interviewing and diagnosis skills, and...  相似文献