Vol 1 No 3 (2018): Advances in Research on Social Networking in Open and Distributed Learning
Articles

Neither the frying pan nor the fire: In search of a balanced authentic e-learning design through an educational design research process

Hanna Teräs
Bio
Published April 12, 2018
Keywords
  • Authentic learning,
  • E-Learning,
  • Educational Design Research,
  • Professional development
How to Cite
Herrington, J., and H. Teräs. “Neither the Frying Pan nor the Fire”. Demonstration Journal of the Classic Theme, Vol. 1, no. 3, Apr. 2018, https://demo.publicknowledgeproject.org/ojs3/demo/index.php/classic/article/view/830.

Abstract

Teaching in higher education in the 21st century can be a demanding and complex role and academic educators around the globe are dealing with questions related to change. This paper describes a new type of a professional development program for teaching faculty, using a pedagogical model based on the principles of authentic e-learning. The program was developed with the help of an iterative educational design research process and rapid prototyping based on on-going research and redesign. This paper describes how the findings of the evaluations guided the design process and how the impact of the measures taken was in turn researched, in order to eventually identify and refine design principles for an authentic e-learning program for international teaching faculty professional development.

References

  1. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25.
  2. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions. Journal of the Learning Sciences, 2(2), 141-178.
  3. Castells, M. (2007). Communication, power and counter-power in the network society. International Journal of Communication, 1(1), 238-266.
  4. Cho, M., & Rathbun, G. (2013). Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144-156.
  5. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
  6. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13(1), 15–42.
  7. Dabner, N., Davis, N., & Zaka, P. (2012). Authentic project-based design of professional development for teachers studying online and blended teaching. Contemporary Issues in Technology and Teacher Education, 12(1), 71-114.
  8. Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L., & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60, 8-19.
  9. Herrington, J., Reeves, T., & Oliver, R. (2010). A guide to authentic e-learning. London: Routledge.
  10. Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: NMC. Retrieved from http://www.nmc.org/publications/2011-horizon-report
  11. Kelly, A. E. (2003). Research as design. Educational Researcher, 32(1), 3-4.
  12. McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. New York: Routledge.
  13. Ostashewski, N., Moisey, S., & Reid, D. (2011). Applying constructionist principles to online teacher professional development. The International Review of Research in Open and Distance Learning, 12(6), 143-155.
  14. Plomp, T. (2007). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research. SLO: NICD.
  15. Reeves, T. C. (1995). Questioning the questions of instructional technology research. Invited Peter Dean Lecture, National Convention of the Association for Educational Communications and Technology. Anaheim, CA. Abbreviated version retrieved from http://itforum.coe.uga.edu/paper5/paper5a.html
  16. Reeves, T. C. (1999). A research agenda for interactive learning in the new millennium. In P. Kommers & G. Richards (Eds.), Proceedings of EdMedia 1999 (pp. 15-20). Norfolk, VA: AACE.
  17. Reeves, T. C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66). London: Routledge.
  18. Reeves, T. C. (2011). Can educational research be both rigorous and relevant? Educational Designer, 1(4).
  19. Reeves, T. C., & Hedberg, J.G. (2003). Interactive learning systems evaluation. Englewood Cliffs, N.J.: Educational Technology.
  20. Reeves, T., McKenney, S., & Herrington, J. (2011). Publishing and perishing: The critical importance of educational design research. Australasian Journal of Educational Technology, 27(1), 55-65.
  21. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. London: Temple Smith.
  22. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.
  23. Teräs, H. (2013). Dealing with “learning culture shock” in multicultural authentic e-learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 442-472). Chesapeake, VA: AACE.
  24. Teräs, H., & Myllylä, M. (2011). Educating teachers for the knowledge society: Social media, authentic learning and communities of practice. In S. Barton et al. (Eds.), Proceedings of Global Learn 2011 (pp. 1012-1020). AACE.
  25. Teräs, H., Teräs, M., & Herrington, J. (2012). A reality check: Taking authentic e-learning from design to implementation. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2219-2228). Chesapeake, VA: AACE.
  26. van den Akker, J. (1999). Principles and methods of development research. In J. van den Akker, N. Nieveen, R. M. Branch, K. L. Gustafson & T. Plomp (Eds.), Design methodology and developmental research in education and training (pp. 1-14). The Netherlands: Kluwer.
  27. van den Akker, J. (2003). Curriculum perspectives: An introduction. In J. van den Akker, W. Kuiper & U. Hameyer (Eds.), Curriculum landscapes and trends (pp. 1-11). The Netherlands: Kluwer.