Thesis

Analyzing the Communication Gap Between the Instructional Design Consultant and the Faculty Member in the Design and Development Process of a Web-Based Course

ABSTRACT
 ANALYZING THE COMMUNICATION GAP BETWEEN THE
 INSTRUCTIONAL DESIGN CONSULTANT AND THE
 FACULTY MEMBER IN THE DESIGN AND
 DEVELOPMENT PROCESS OF A
 WEB-BASED COURSE
 by
 © Tim K. Rogers 2010
 Master of Arts in Education: Curriculum and Instruction Option
 California State University, Chico
 Spring 2010
 The purpose of this thesis was to examine potential communication barriers
 between an instructional designer and a faculty member while in the process of developing
 web-based course content using a learning management system. The analysis compares
 both faculty and instructional designer perspectives during this process. The intent
 of the author was to increase understanding related to the goals, outcomes, and needs of a
 faculty member and what instructional designers can do to improve potential communication
 barriers between these two professionals. This study’s underpinnings are based on
 Vygotsky’s zone of proximal development, which was used as the theoretical framework.
 xi
 The review of literature outlined six areas that supported the theoretical
 framework of this study. The review included:
 1. Zone of proximal development and scaffolding
 2. Needs assessment and task analysis
 3. Communication models
 4. Executive coaching/technology integrated curriculum
 5. Effective web-based instruction
 6. Effective web-based course design and development
 The design of the instrument was created with the intent of collecting data
 from California State University, Chico faculty members by the use of a questionnaire
 hosted online. Similarly, data collected from instructional designers were by way of
 interview questions that were sent out to various university campuses via email.
 The results of this analysis are targeted for graduate-level students, faculty in
 higher education, and instructional technology consultants who assist faculty with their
 educational technology needs. Recommendations are part of the scope of this study as
 conclusions are drawn and suggestions are made for further research related to this area.

ABSTRACT ANALYZING THE COMMUNICATION GAP BETWEEN THE INSTRUCTIONAL DESIGN CONSULTANT AND THE FACULTY MEMBER IN THE DESIGN AND DEVELOPMENT PROCESS OF A WEB-BASED COURSE by © Tim K. Rogers 2010 Master of Arts in Education: Curriculum and Instruction Option California State University, Chico Spring 2010 The purpose of this thesis was to examine potential communication barriers between an instructional designer and a faculty member while in the process of developing web-based course content using a learning management system. The analysis compares both faculty and instructional designer perspectives during this process. The intent of the author was to increase understanding related to the goals, outcomes, and needs of a faculty member and what instructional designers can do to improve potential communication barriers between these two professionals. This study’s underpinnings are based on Vygotsky’s zone of proximal development, which was used as the theoretical framework. xi The review of literature outlined six areas that supported the theoretical framework of this study. The review included: 1. Zone of proximal development and scaffolding 2. Needs assessment and task analysis 3. Communication models 4. Executive coaching/technology integrated curriculum 5. Effective web-based instruction 6. Effective web-based course design and development The design of the instrument was created with the intent of collecting data from California State University, Chico faculty members by the use of a questionnaire hosted online. Similarly, data collected from instructional designers were by way of interview questions that were sent out to various university campuses via email. The results of this analysis are targeted for graduate-level students, faculty in higher education, and instructional technology consultants who assist faculty with their educational technology needs. Recommendations are part of the scope of this study as conclusions are drawn and suggestions are made for further research related to this area.

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