Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design
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Abstract
Although online course design is no longer new, few design cases describe the development of entire courses based on principles of student-centered learning design. This design case chronicles the context, design challenges, and successes and failures of a graduate course on Technology & Inquiry-based Instructional Methods for an online master’s program in educational technology at a regional university in the southwestern United States.
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Dondlinger, M. J. (2021). Technology and Inquiry-Based Instructional Methods: A Design Case in Student-Centered Online Course Design. International Journal of Designs for Learning, 12(2), 93–110. https://doi.org/10.14434/ijdl.v12i2.29583
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References
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Frisby, B. N., Limperos, A. M., Record, R. A., Downs, E., & Kercsmar, S. E.(2013). Students’ perceptions of social presence: Rhetorical and relational goals across three mediated instructional designs. MERLOT Journal on Online Learning and Teaching, 9(4), 468-480. Retrieved from http://jolt.merlot.org/vol9no4/frisby_1213.pdf.
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Parchoma, G. (2003). Learner-centered instructional design and development: Two examples of success. Journal of Distance Education, 18(2), 35-60.
Park, S. H., & Ertmer, P. A. (2007). Impact of problem-based learning (PBL) on teachers’ beliefs regarding technology use. Journal of Research on Technology in Education, 40(2), 247-267.
Prince, M. J. & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
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Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.
Selingo, J. (2013). College unbound: The future of American higher education and what it means for students. New York: Hougton Mifflin Harcourt Publishing Company.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31-38.
Stephenson, N. (n.d.). Introduction to inquiry-based learning. Retrieved from http://www.teachinquiry.com/index/Introduction.html
Albanese, M. A., & Mitchell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
Association for Educational Communications & Technology. (2008). Definition. In A. Januszewski and M. Molenda (Eds.), Educational technology: A definition with commentary. New York: Lawrence Erlbaum Associates.
Boling, E. (2010). The Need for Design Cases: Disseminating Design Knowledge. International Journal of Designs for Learning, (1) 1. 1-8. Retrieved from http://scholarworks.iu.edu/journals/index.php/ijdl/index
Chickering, A. W. & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate education. AAHE Bulletin, p. 3-7.
Collins, A. & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
Costa, A. L. & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: Association for Supervision and Curriculum Development.
Deakin Crick, R., Broadfoot, P., & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI Project." Assessment in Education Principles Policy and Practice. 11(3). doi: 10.1080/0969594042000304582
Foundation for Critical Thinking. (2013). Valuable intellectual traits. Retrieved from http://www.criticalthinking.org/pages/valuable-intellectual-traits/528
Frisby, B. N., Limperos, A. M., Record, R. A., Downs, E., & Kercsmar, S. E.(2013). Students’ perceptions of social presence: Rhetorical and relational goals across three mediated instructional designs. MERLOT Journal on Online Learning and Teaching, 9(4), 468-480. Retrieved from http://jolt.merlot.org/vol9no4/frisby_1213.pdf.
Gallileo Educational Network. (2013). Discipline-based inquiry rubric. Retrieved from http://www.galileo.org/research/publications/rubric.pdf
Hare, W. (2011). Helping open-mindedness flourish. Journal of Thought, 46(1/2), 9-20.
Hare, W. (2009). What open-mindedness requires. Skeptical Inquirer, 33(2), 36-39.
Hare, W. (2002). Teaching and the attitude of open-mindedness. Journal of Educational Administration and Foundations, 16(2), 103-24.
Hu, Q. & Johnston, E. (2012). Using a wiki-based course design to create a student-centered learning environment: strategies and lessons. Journal of Public Affairs Education, 18(3), 493-512.
Hu, X. C. and Meyen, E. L. (2011). A comparison of student and instructor preferences for design and pedagogy feature in postsecondary online courses. International Journal of Online Pedagogy and Course Design, 1(3), 1-17. doi: 10.4018/ijopcd.2011070101
Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students' sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.
ISTE. (2008). NETS for Teachers. Retrieved 2/14/2014 from http://www.iste.org/standards/standards-for-teachers/nets-for-teachers-2008
Jonassen, D. (2011). Supporting problem-solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95-119. doi: 10.7771/1541-5015.1256
Jonassen, D. & Hung, W. (2008). All problems are not created equal: Implications for problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 2(2), 6-28. doi: 10.7771/1541-5015.1080
Jonassen, D. H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215–239). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Land, S. M., Hannafin, M. J., & Oliver, K. (2012). Student-centered learning environments: Foundations, assumptions, and design. In Jonassen, D. & Land, S. (Eds.), Student-centered learning environments: Theoretical foundations of learning environments. New York: Routledge.
Lee, W. J. and Ke, F. (2013). The design of authentic inquiry for online knowledge-constructive interaction. International Journal of Online Pedagogy and Course Design, 3(2), 25-39. Doi: 10.4018/ijopcd.2013040102.
Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67(9), 557-565.
Parchoma, G. (2003). Learner-centered instructional design and development: Two examples of success. Journal of Distance Education, 18(2), 35-60.
Park, S. H., & Ertmer, P. A. (2007). Impact of problem-based learning (PBL) on teachers’ beliefs regarding technology use. Journal of Research on Technology in Education, 40(2), 247-267.
Prince, M. J. & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138.
Project Zero. (n.d.) I Visible thinking routines. Retrieved from http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/UsedToThink/UsedToThink_Routine.htm
Richey, R. C., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York: Routledge.
Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.
Selingo, J. (2013). College unbound: The future of American higher education and what it means for students. New York: Hougton Mifflin Harcourt Publishing Company.
Savery, J. R., & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational Technology, 35, 31-38.
Stephenson, N. (n.d.). Introduction to inquiry-based learning. Retrieved from http://www.teachinquiry.com/index/Introduction.html