This qualitative multi-case study examined the instructional design and development processes utilized by instructional designers and designers by assignment in higher education that created mobile learning for iTunes U delivery. Current research into the instructional design practices for mobile learning delivery leaves a gap in the literature. This study aimed to identify the instructional design and development processes specific to mobile learning delivery within iTunes U. Ten participants from higher education were purposively selected for participation in the study. Each of the 10 participants met the selection criteria; participants designed or served on a design team that created an iTunes U course for a higher education audience. Five of the participants were instructional designers and the other five were instructional designers by assignment. Data was collected from three sources including the participants' iTunes U courses, sample model designs or processes, and in-depth participant interviews. The study identifies instructional strategies, instructional design processes, advantages, and constraints of instructional design and development for mobile learning through iTunes U delivery. Included in the findings is a design and development model for instructional design of mobile learning through iTunes U.
|Advisor:||Armstrong, Ann W.|
|Commitee:||Irlbeck, Sonja, McCoy, Douglas|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational technology, Higher education|
|Keywords:||ITunes U, Learning delivery, Mobile learning, Multi-case study|
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