Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research

Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by pro...

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Autores principales:	Xiaoying Feng, Guangxin Lu, Zhihong Yao
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	curriculum development professional tasks competency-based education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/463c6097d9384263bf78d8d014f69c1f
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spelling	oai:doaj.org-article:463c6097d9384263bf78d8d014f69c1f2021-12-02T19:26:04ZProfessional task-based curriculum development for distance education practitioners at master’s level: A design-based research10.19173/irrodl.v16i2.20111492-3831https://doaj.org/article/463c6097d9384263bf78d8d014f69c1f2015-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2011https://doaj.org/toc/1492-3831 Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last decade, which has not been applied in the open and distance education area so far. Is the professional-task-based curriculum development approach suitable for open and distance education? This study aims to develop a Master Degree curriculum for DE practitioners in China based on professional tasks. Design-based research (DBR) was used and two cycles of DBR were conducted. Interviews and observations were used to collect data. In the first round of DBR, the authors find that professional-task-based development is feasible and could direct more closely to practical requirements of competencies, and that meanwhile, this approach has some disadvantages and limitations. In the second round of DBR, the approach was revised and results showed that the revised approach was much more suitable and reasonable for DE practitioners. Results of this study include: 1) professional-task based curricula for DE practitioners in China; 2) a curriculum development approach for open and distance education revised from professional-task-based development. Xiaoying FengGuangxin LuZhihong YaoAthabasca University Pressarticlecurriculum developmentprofessional taskscompetency-based educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 2 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	curriculum development professional tasks competency-based education Special aspects of education LC8-6691
spellingShingle	curriculum development professional tasks competency-based education Special aspects of education LC8-6691 Xiaoying Feng Guangxin Lu Zhihong Yao Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
description	Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last decade, which has not been applied in the open and distance education area so far. Is the professional-task-based curriculum development approach suitable for open and distance education? This study aims to develop a Master Degree curriculum for DE practitioners in China based on professional tasks. Design-based research (DBR) was used and two cycles of DBR were conducted. Interviews and observations were used to collect data. In the first round of DBR, the authors find that professional-task-based development is feasible and could direct more closely to practical requirements of competencies, and that meanwhile, this approach has some disadvantages and limitations. In the second round of DBR, the approach was revised and results showed that the revised approach was much more suitable and reasonable for DE practitioners. Results of this study include: 1) professional-task based curricula for DE practitioners in China; 2) a curriculum development approach for open and distance education revised from professional-task-based development.
format	article
author	Xiaoying Feng Guangxin Lu Zhihong Yao
author_facet	Xiaoying Feng Guangxin Lu Zhihong Yao
author_sort	Xiaoying Feng
title	Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
title_short	Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
title_full	Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
title_fullStr	Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
title_full_unstemmed	Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research
title_sort	professional task-based curriculum development for distance education practitioners at master’s level: a design-based research
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/463c6097d9384263bf78d8d014f69c1f
work_keys_str_mv	AT xiaoyingfeng professionaltaskbasedcurriculumdevelopmentfordistanceeducationpractitionersatmastersleveladesignbasedresearch AT guangxinlu professionaltaskbasedcurriculumdevelopmentfordistanceeducationpractitionersatmastersleveladesignbasedresearch AT zhihongyao professionaltaskbasedcurriculumdevelopmentfordistanceeducationpractitionersatmastersleveladesignbasedresearch
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Professional task-based curriculum development for distance education practitioners at master’s level: A design-based research

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