An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience

Autor/in	Clifton, Grace
Titel	An Evaluation of the Impact of "Learning Design" on the Distance Learning and Teaching Experience
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 5, S.277-286 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Distance Education; Educational Technology; Technology Uses in Education; Teacher Surveys; Student Surveys; Questionnaires; College Faculty; College Students; Open Universities; Instructional Design; Workshops; Curriculum Development; Active Learning; Technological Literacy; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Fragebogen; Fakultät; Collegestudent; Offene Universität; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernwerkstatt; Schulung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aktives Lernen; Technisches Wissen; Großbritannien
Abstract	This paper evaluates the implementation of Learning Design on the production of a core FHEQ level 6 (QAA, 2008) unit of study at a UK distance learning institution. By comparing student (n = 656) and tutor (n = 42) survey data with questionnaire responses (n = 9) from the unit of study's core production team, this paper assesses the impact of incorporating the Open University Learning Design Initiative (OULDI) methodology into curriculum production by looking specifically at barriers and facilitators in the application of Learning Design and its impact on module development, delivery, and the resulting student and tutor learning experience. With a focus on developing and embedding Learning Design into the curriculum planning and production process, the paper explores how lessons learned from this experience have helped to guide and inform the future implementation of Learning Design into module and qualification level frameworks. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01