Dissertation/Thesis Abstract

Integrating social software into blended -learning courses: A Delphi study of instructional -design processes
by Baggio, Bobbe G., Ph.D., Capella University, 2008, 174; 3297938
Abstract (Summary)

A review of the literature revealed a lack of knowledge about which instructional-design processes and criteria are being used to make decisions about integrating social software into blended-learning courses. The purpose of this study was to identify these processes including procedures, practices and methods and the reasons instructional-design professionals choose or do not choose to use the processes. This study addressed two research questions: (a) What are the instructional-design processes that are more or less important for integrating social software into blended-learning courses? (b) What criteria are more or less important to instructional designers for integrating social software into blended learning? A three-round Delphi was conducted to investigate the processes and criteria. The Delphi panel included instructional-design professionals who are using social software in blended-learning. The respondents were professionals from the American Society for Training and Development (ASTD), Philadelphia chapter. The Delphi was selected because of the exploratory nature of the research and because the research sought to expose underlying assumptions and generate a consensus reliant on expert judgments. The consensus of the experts, after three-rounds of investigation, supported 42 processes that were more important for integrating social software into blended-learning courses. There were also five main themes that emerged. The following criteria were considered to have primary importance in determining whether a particular instructional design process would be used to integrate social software into blended-learning courses: (a) whether it has the ability to impact the quality of instruction, (b) whether it was thought to take too much time to develop, (c) whether it allowed flexibility, (d) whether the instructional designer was familiar with it, and (e) whether it was adaptable to new technologies. Based on the analysis of the findings of this study a model of attributes for the development of newinstructional-design processes emerged.

Indexing (document details)
Advisor: Kays, Elena
Commitee: Almasude, Amar, Longo, Nancy
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 69/03, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Adult education, Continuing education, Educational software, Curricula, Teaching
Keywords: Blended learning, Collaborative learning, E-learning, Instructional design, Online learning, Social software
Publication Number: 3297938
ISBN: 9780549495420
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