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  • Click slide describes the process for analysis within each case study. Nvivo 10 software will assist in the overall process.
  • This slide, unlike the previous slide, describes some of the over arching procedures that will be used when examining each case study and then analyzing across cases. These overall procedures are not limited to just the cross-case synthesis, but will be developed in both the within cases and across case studies.
  • pre data_collection_powerpoint

    1. 1. Instructional Design for Online Learning: Are Pre-Service Teachers Prepared? VERA S. WEBER
    2. 2. Topic  This study seeks to understand and describe how college and universities offer instructional design within their undergraduate teacher education programs to meet the growing demand for online learning in K-12 school systems.
    3. 3. Statement of the Problem  The K-12 public school system is creating a high demand for courses offered through online learning (Watson, Murin, Vashaw, Gemin, & Rapp, 2013).  School systems are turning to the knowledge of subject matter experts, or classroom teachers in this case, to create and design online learning environments (Project Tomorrow, 2011).  There is a need for teachers who have knowledge and skills in instructional design (Picciano & Seaman, 2009)  Teacher education programs will need to equip all teachers with the ability to design, deliver, and support K-12 online learning (Barbour, Siko, Gross, & Waddell, 2013)
    4. 4. Purpose  The purpose of the proposed qualitative, multi-case study is to understand and describe undergraduate educational programs offered through Midwestern colleges and universities in order to determine how these programs strive to prepare pre-service teachers for designing online learning environments that implement instructional design principles, models, and strategies.
    5. 5. Research Questions  How do pre-service teachers in undergraduate preparatory programs learn instructional design competencies, including knowledge, skills, and attitudes needed to deliver online learning programs?  What are the titles of programs, specific courses, and objectives within courses in undergraduate teacher preparatory programs that address instructional design theory, models, or strategies and specifically their application to online learning?
    6. 6. Theories Supporting this Research  Instructional Design Theory: A prescriptive theory that recommends a specific action to achieve the goal of instruction (Christensen & Osguthorpe, 2004; Smith & Ragan, 2005)  Constructivist Design Theory: A learning theory that is based on three principles  1) learning comes from interpretations of personal experiences which  2) exist in realistic and relevant situations and  3) include explorations of multiple perspectives (Richey, Klein, & Tracey, 2011).
    7. 7. Qualitative, Multi-Case Study Yin, R. K. (2009). Case study research design and methods, (4th ed.). Los Angeles, CA: Sage Yin’s model for conducting case study research Prepare Collect AnalyzeShare DesignPlan
    8. 8. Qualitative, Multi-Case Study Yin, R. K. (2009). Case study research design and methods, (4th ed.). Los Angeles, CA: Sage Yin’s model for conducting case study research Field Test Documents IRB Approval Multiple sources of evidence Organize data Maintain chain of evidence Rely on Theory and Literature Use an analytic technique Display data Review and Re-write Display evidence Compose textual and visual materials Define Unit of Analysis Develop Theoretical Propositions Define Case Study Quality Scientific Merit Review Plan
    9. 9. Research Design  Target Population: Pre-service Teacher Preparatory programs  Sampling method: Purposive  Sample Size: 3-5 teacher education programs in Minnesota  Candidate Pool: 4-5 participants from each research site  Maximum Variation Strategy: Privately or Publicly funded institutions in diverse geographical locations  Recruitment: Letters to Department Chairs of Minnesota Teacher Education Programs, Snowball Strategy, Posting a Recruitment Flyer
    10. 10. Data Collection  Feedback from Pre-Qualifying Questionnaire  Face-to-face or telephone interviews recorded using Audacity or similar software, transcribed, and reviewed for accuracy by participants  Documents: syllabi, textbooks, course catalogs  Physical Artifacts from institution’s website  Optional, self-administered classroom observation by faculty member Sources of Evidence for triangulation
    11. 11. Triangulated Sources of Evidence Interviews Information from the institution’s website Faculty Pre-Service Students Former Students working in an online environment Physical Artifacts Examples from student projects Education Department Chair Optional, Self-administered classroom observations Documents Course Catalogs Syllabi Textbooks Course Materials
    12. 12. Data Analysis Within Case Yin’s (2011) Five Phase Process for Analysis  Compile Data – organizing field notes and other coded data collected for each case  Dissemble Data – Develop categories and themes and reorganize coded data.  Reassembling Data - Creating display matrices or arrays  Interpreting Data - Analysis  Concluding – Making conclusions about the data and findings
    13. 13. Data Analysis: Cross Case Analysis  Assemble analyses from individual case studies  Develop display matrices within each case study and across cases (Miles & Huberman, 1994)  Examine the emerging categories and themes based on the theoretical proposition of the case study (Yin, 2009)  Use Nvivo 10 database software to organize data collected from transcribed interviews, self-administered observations, documents, and website information
    14. 14. DataCollectionPlan
    15. 15. Goal: Walk in Commencement August 16, 2014  End of Spring Quarter: June 13, 2014  Finalize Chapter 3  Complete Data Collection and Analysis  Work on Chapters 4 & 5 during break  Summer Quarter  First Draft of Chapters 4 & 5 submitted first week of Summer Quarter  Apply for graduation  Complete Chapters 4 & 5  Gain Mentor Approval for Chapter 3, 4, & 5 (Milestone 9)
    16. 16. Questions
    17. 17. References Watson, J., Murin, A., Vashaw, L., Gemin, B., & Rapp, C. (2011). Keeping pace with K-12 online learning: An annual review of policy and practice. Sammamish, WA: Evergreen Education Group Project Tomorrow. (2011). Learning in the 21st century: 2011 trends update. Irvine, CA: Project Retrieved from 9dbd-8ff4439b87b3 Tomorrow. Picciano, A. G., & Seaman, J. (2009). K-12 online learning. Retrieved from 2008.pdf Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2013). Virtually unprepared: Examining the preparation of K-12 online teachers. In R. Hartshorne, T. Heafner, & T. Petty (Eds.), Teacher education programs and online learning tools: Innovations in teacher preparation (pp. 60-81). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-1906-7.ch004 Christensen, T. K., & Osguthorpe, R. T. (2004). How do instructional-design practitioners make instructional- strategy decisions? Performance Improvement Quarterly, 17(3), 45-65. doi:10.1111/j.1937- 8327.2004.tb00313.x Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons. Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base. New York, NY: Routledge Yin, R. K. (2009). Case study research design and methods, (4th ed.). Los Angeles, CA: Sage Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd ed.). Thousand Oaks, CA: Sage.