Abstract

This case study identified and documented the instructional design practices and strategies used by selected Texas A&M University faculty in distance education courses. Two research questions were studied that focused on the instructional design variables, interactions, practices and strategies recommended by the experts and literature during the implementation of distance learning courses and programs. The first question examined and analyzed the instructional design practices and strategies used by selected distance education instructors at Texas A&M University. The second question compared these practices and strategies with those described as desirable by the research literature on distance education.

To achieve the objectives of the research, a qualitative research methodology (Naturalistic Inquiry) was used to collect, analyze, and report the data. In the fall of 1998. unstructured interviews were conducted with three Texas A&M faculty members from three different departments that offered distance education courses. At the same time, the researcher was a participant-observer in these distance education courses during an entire semester. Collection and analysis of meaningful course documents were conducted.

The analysis of data indicated that instructional design practices and strategies of the participants were highly diverse and were influenced by the instructor's educational paradigm (e.g., behaviorist or constructivist). The learning objectives and course content were shaped by the faculty's educational philosophy.

Another important component, which had a significant influence, was instructor's previous instructional experiences at a distance. Faculty with more experience in distance education had more effective instructional design practices and strategies.

Finally the data showed that instructors with weak or poor knowledge of telecommunications delivery technology and distance education theory had more difficulty implementing instructional design principles and interacting on many levels. Those instructors with more knowledge in those areas had a more effective and successful distance delivery instruction.

Citation

Mortera-Gutierrez, F. Instructional design practices in selected distance education courses at Texas A&M University: A qualitative case study. Ph.D. thesis, Texas A&M University. Retrieved August 11, 2024 from https://www.learntechlib.org/p/122973/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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Keywords

• Adult and Continuing Education
• Curriculum and Instruction Education
• higher education
• Technology of Education