IBSTPI, quality matters, and online learning: What's right and what needs changing?
Eric V. Bose, Capella University, United States
Capella University . Awarded
This study sought to examine and extend the existing knowledge of IBSTPI competencies of instructional design (International Board of Standards for Training, Performance and Instruction, 2000), the instructional rubric standard expectations of Quality Matters (2010), the identified categories of online learning affordances (Kirschner, Strijbos, Kreijns, & Beers, 2004), and job role affordance classifications of e-learning technologies (Bower, 2008). With increased demand for, and offerings of, online education, technological abilities (affordances) available to learners within online learning environments have evolved. However, while IBSTPI instructional design competencies and Quality Matters Rubric standards provide guidelines for the design and evaluation of course design elements, they do not explicitly address technological affordances. The demand and integration of newer technologies into online learning environments requires an evaluation and evolution of the competencies that guide instructional designers, and the standards that measure online course quality. A Spearman's rho rank correlation research design measured the relationship between instructional competencies, quality standards, and the affordances of online learning. Upon identification of significantly correlated relationships, ordinal logistic regression analysis was employed to determine whether a specific threshold of the independent variable had a particularly strong effect on the dependent variable. Data analysis revealed that significant relationships exist between instructional competencies and technological affordances. In addition, significant relationships exist between quality standard measures and technological affordances of online learning.
Bose, E.V. IBSTPI, quality matters, and online learning: What's right and what needs changing?. Ph.D. thesis, Capella University.
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