Guidelines for Transferring Residential Courses into Web

This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams’ proce...

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Autores principales:	Hakan Tüzün, Murat Çınar
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	distance education Web-based course design e-course design design model formative research Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/766cebd81b3d48abbbeadfbe6c2f9437
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spelling	oai:doaj.org-article:766cebd81b3d48abbbeadfbe6c2f94372021-12-02T16:59:54ZGuidelines for Transferring Residential Courses into Web10.19173/irrodl.v17i4.23231492-3831https://doaj.org/article/766cebd81b3d48abbbeadfbe6c2f94372016-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2323https://doaj.org/toc/1492-3831This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams’ processes of putting courses, which were being taught in classrooms at the time, on the Web were examined in depth to reveal and confirm the components of the design model. The participants were 13 instructional designers. In addition to the logbooks kept by the designers, individual and focus group interview techniques were employed in the data-gathering process. Two researchers analyzed the data concurrently using content analysis. The logbooks and the focus-group interviews were used for model formation, and the individual interviews to confirm the components of the model. Based on the findings from the two design cases, the experience-based e-course design model consisting of seven basic stages including forming design team, preliminary search, analysis, instructional and technical design, integration, tests, and improvements was proposed. It is considered that sustaining Web-based course design efforts within this model will enable both implementing the design process more effectively, and the Web-based course obtained at the end of the process to have higher quality. Hakan TüzünMurat ÇınarAthabasca University Pressarticledistance educationWeb-based course designe-course designdesign modelformative researchSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 4 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance education Web-based course design e-course design design model formative research Special aspects of education LC8-6691
spellingShingle	distance education Web-based course design e-course design design model formative research Special aspects of education LC8-6691 Hakan Tüzün Murat Çınar Guidelines for Transferring Residential Courses into Web
description	This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams’ processes of putting courses, which were being taught in classrooms at the time, on the Web were examined in depth to reveal and confirm the components of the design model. The participants were 13 instructional designers. In addition to the logbooks kept by the designers, individual and focus group interview techniques were employed in the data-gathering process. Two researchers analyzed the data concurrently using content analysis. The logbooks and the focus-group interviews were used for model formation, and the individual interviews to confirm the components of the model. Based on the findings from the two design cases, the experience-based e-course design model consisting of seven basic stages including forming design team, preliminary search, analysis, instructional and technical design, integration, tests, and improvements was proposed. It is considered that sustaining Web-based course design efforts within this model will enable both implementing the design process more effectively, and the Web-based course obtained at the end of the process to have higher quality.
format	article
author	Hakan Tüzün Murat Çınar
author_facet	Hakan Tüzün Murat Çınar
author_sort	Hakan Tüzün
title	Guidelines for Transferring Residential Courses into Web
title_short	Guidelines for Transferring Residential Courses into Web
title_full	Guidelines for Transferring Residential Courses into Web
title_fullStr	Guidelines for Transferring Residential Courses into Web
title_full_unstemmed	Guidelines for Transferring Residential Courses into Web
title_sort	guidelines for transferring residential courses into web
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/766cebd81b3d48abbbeadfbe6c2f9437
work_keys_str_mv	AT hakantuzun guidelinesfortransferringresidentialcoursesintoweb AT muratcınar guidelinesfortransferringresidentialcoursesintoweb
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Guidelines for Transferring Residential Courses into Web

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