Dissertation/Thesis Abstract

Synchronous Online Training Employing Practice and Feedback in the Hospital Environment: A Basic Qualitative Study
by Crane, Melissa R., Ph.D., Capella University, 2017, 103; 10617124
Abstract (Summary)

The purpose of this basic qualitative study was to determine practice and feedback strategies used by instructional designers when creating synchronous online instruction. Practice and feedback have survived through many modes of learning including classroom, asynchronous online learning, and synchronous online learning. The research design consisted of open-ended questions administered during a telephone interview. A pre-qualifying questionnaire was posted on social media to recruit participants to determine the sample population; the qualifying survey produced 14 participants who met the requirements to participate in a telephone interview. The participants answered nine questions during the phone interview. The interviews were recorded, transcribed, and coded. Based on the participant responses, five themes emerged. The results of the study contribute to the field of instructional design by providing suggestions of the current use of practice and feedback in synchronous online instruction and how they use motivation strategies to encourage adult learner participation. Similarities were found between the results and reviewed literature. This study was limited by only interviewing instructional designers who work, or have worked, in a hospital environment. Suggestions for future research would be to repeat this study on a larger scale by recruiting more participants that work in different work environments as an industry, higher education, and computer technology.

Indexing (document details)
Advisor: Moller, Leslie, Johnson, Diane
Commitee: Lane, Carla, McDermott, James
School: Capella University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 79/01(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design
Keywords: Feedback, Online learning, Practice, Synchronous, Virtual
Publication Number: 10617124
ISBN: 9780355193589
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