Abstract

This study was designed to measure instructional design competencies as a result of participation in a 9-month Web-based training program called "Roadmap to Effective Distance Education Instructional Design." The researchers used a self-assessment pre- and posttest to determine participant initial and final competence in 12 areas: adult learning, understanding teaching at a distance, instructional design, course development, delivery strategies for teaching at a distance, instructional technology resources, advanced interaction methods, accessibility, planning and conducting evaluation, evaluation analysis and reporting, administrative issues, and training and support. Open-ended verification narratives were analyzed using the constant comparative method. This competency model worked well to document learning as a result of participation in the program. (Contains 2 tables and 1 figure.)

Citation

Dooley, K.E., Lindner, J.R., Telg, R.W., Irani, T., Moore, L. & Lundy, L. (2007). Roadmap to Measuring Distance Education Instructional Design Competencies. Quarterly Review of Distance Education, 8(2), 151-159. Retrieved August 13, 2024 from https://www.learntechlib.org/p/106749/.

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Keywords

• adult learning
• agricultural education
• College Faculty
• Competency Based Education
• Curriculum Implementation
• distance education
• educational technology
• electronic learning
• faculty development
• Federal Aid
• grounded theory
• higher education
• instructional design
• Instructional Development
• Instructional Effectiveness
• Land Grant Universities
• online courses
• Pretests Posttests
• Program Development
• Program Evaluation
• Program Implementation
• training
• Virtual Classrooms
• Web Based Instruction