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Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses

Albrahim, Fatimah Abdulmohsin A,
http://orcid.org/0000-0002-0949-4591
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482

Abstract Details

2018, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
The faculty and instructional designer collaborative model is one of the solutions that some higher education institutions have adopted to meet the needs of offering online courses, improving the quality of education outcomes, and supporting faculty while developing and delivering online courses. Despite the common usage of such a model, as well as its advantages, few studies have reported on the difficulties in employing this approach. Moreover, a limited number of studies have dealt with understanding the collaboration between faculty members and instructional designers from the perspectives of instructional designers, particularly within the context of higher and online education. Therefore, the aim of this study is to explore the perceived factors that influence interdisciplinary collaboration between faculty members and instructional designers when developing and delivering online courses from the perspective of instructional designers, as well as how instructional designers translate this perception into practice when they interact with faculty members in discrete events. A sequential explanatory mixed-methods research design was employed for this study, incorporating both descriptive and inferential statistics, using a target population of instructional designers in higher education institutions in the United States. For the quantitative part of the study, 80 participants partook in a survey questionnaire using the Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q), while semi-structured interviews were conducted with 11 participants for the qualitative portion of the study. The researcher then employed statistical tests and analysis such as descriptive statistics, t-test, and ANOVA for the quantitative portion, while for the qualitative phase of the study, the data collected from the interviews were analyzed using Tesch’s (1990) eight steps for coding. Results from correlational analyses revealed many positive associations between different parts of the PINCOM questionnaire; positive perceptions of social support were a particularly consistent indicator of positive perceptions of other facets of the collaborative process. An independent T-Test and a series of ANOVAS, however. Showed that PINCOM scores did not significantly differ by gender, highest degree attained, institution type, institution size or team size. For the qualitative aspect, there were several themes identified from the results. For the perceived factors influencing the collaboration between faculty and designers, three themes were identified including openness, understanding, and institutional culture; on the description of instructional designers of their initial interaction with faculty members, five major themes were identified, including outcomes, defining roles, experience, and mode and nature of the collaboration. Finally, from the third research question, instructional designers found that establishing boundaries, having an open mutual relationship, a focus on communication, a choice in working with IDs, and having support and leadership were best practices for effective interaction between faculty members and instructional designers. The results of the study reinforce the findings of previous studies that there are important aspects of the interaction between faculty members and instructional designers. Instructional design academic programs might benefit from the results of this study to reform instructional design curricula and competencies. Moreover, the results can aid policymakers and stakeholders in higher education, who can use the findings to determine resources required for endorsing the trends of shifting towards online learning. In this way, the results of the study help to identify the skills and competencies needed for effective interdisciplinary collaboration, leading to a more seamless development and delivery of online courses.
Greg Kessler (Committee Chair)
Krisanna Machtmes (Committee Member)
Brad Cohen (Committee Member)
Danielle Dani (Committee Member)
201 p.
Educational Technology; Instructional Design
Faculty; instructional designers; online courses; interdisciplinary; collaboration

Recommended Citations

Citations

  • Albrahim, , F. A. A. (2018). Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482

    APA Style (7th edition)

  • Albrahim, , Fatimah. Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses. 2018. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482.

    MLA Style (8th edition)

  • Albrahim, , Fatimah. "Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses." Doctoral dissertation, Ohio University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482

    Chicago Manual of Style (17th edition)

ohiou1521983707808482
241
© 2018, some rights reserved.Creative Commons License Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses by Fatimah Abdulmohsin A Albrahim is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by Ohio University and OhioLINK.