Online cOurse instructiOnal design frOm the prOfessOrs’ pedagOgic knOwledge and technOlOgical skills
Journal Title: Problems of Education in the 21st Century - Year 2010, Vol 19, Issue 3
Abstract
The educational design of seven on-line courses was analyzed with the aim to relate the professors’ pedagogic knowledge and technological abilities with the course design. The courses already imparted where analyzed in the LMS where they were designed (Virtual U, Moodle and Virtual UABC). Assessments were carried out to evaluate the quality of the designs, also semi structured interviews and questionnaires were done to determine the professors’ knowledge and perceived abilities. The professors were selected looking to cover all the possible combinations among high (T) and low (t) technological abilities and high (P) and low (p) pedagogic knowledge. Seven courses were selected; two with professors who had high technological abilities and high pedagogical knowledge (TP); two with professors with high technological abilities and low pedagogical knowledge (Tp); two with professors with low technological abilities and high pedagogical knowledge (tP); and fnally one with low technological abilities and low pedagogical knowledge (tp). The analysis showed no relationship between the coherence and structure of the course design with the professors’ technological abilities and pedagogical knowledge. Analysis of the interviews suggests that the most important element for a coherent and well structured educational course design is the professor’s interpersonal relationships and the informal fellowship communications with experience in on-line education.
Authors and Affiliations
Lewis McAnally-Salas, Gilles Lavigne, Carolina Armijo de Vega
Keywords
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