Improving Performance, Self-Efficacy, and Motivation: Structured Online Training and Authentic Learning

Improving Performance, Self-Efficacy, and Motivation: Structured Online Training and Authentic Learning

Victoria Lynn Lowell (Purdue University, USA) and George Orren Hanshaw (Azusa Pacific University, USA)
Copyright: © 2020 |Pages: 16
DOI: 10.4018/978-1-7998-0054-5.ch006
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Suzy Whitman, an experienced instructional designer and program manager, was hired to coordinate a new online graduate program at a large university. It was Suzy's responsibility to identify and implement solutions to the rapidly growing program's needs. Identifying problems, evaluating the need, thinking through a modification and implementation process, and considering the potential impact of change, are all important steps. In this case study, Suzy needed to identify the problems, determine a solution, and then implement that solution. After speaking with her new supervisor, Suzy determined additional instructors needed to be hired to meet the growing program's needs. Although Suzy did briefly analyze the situation and provide a potential solution, the solution Suzy implemented needed further development to ensure it was implemented in an effective manner.
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Initial Plan

To increase student enrollments, the LDT program faculty started an online master's program in LDT. The faculty decided to use the instructional content included in many of the face-to-face courses for the online versions of those courses and also create additional courses for the new online program. The faculty would be able to choose which courses they wanted to create, lead, and teach. The faculty also decided the online program would run year-round, using a cohort model, offering two 8-week sessions each semester, with students completing the entire program in five semesters. The faculty believed the condensed format of the courses and the length of the program would be attractive to potential students. Offering courses throughout the year would also provide opportunities for the faculty to teach online courses during the academic year semesters, as well as during the summer when finding teaching opportunities can be challenging. The new program had many needs and required a lot of hands-on administration. To manage the new online program, including program scheduling, student needs, and hiring instructors, the LDT faculty decided to hire a program coordinator that would work as an administrator for the program.

Suzy Whitman, an experienced instructional designer and higher education program manager, was hired to coordinate the online program and to teach some of the program courses. Suzy started her new position at Spector University wondering what the job would entail. It was her first job as a full-time professor as she had recently earned her doctorate. Suzy had been working as a program manager for an education program at another university and she had experience with managing programs and teaching online courses. She had found the position advertised on an online job website and she thought it was perfect as she would be able to teach in a graduate program that focused on her area of interest, instructional design, and she would be able to use her management experience.

Suzy was excited at the prospect of holding a position that would allow her to use some of her knowledge and skills. Although Suzy had experience managing programs and working with faculty and staff at a university level, this would be her first experience managing the needs of a graduate program.

Key Terms in this Chapter

Adjunct Instructor: Is a professor who teaches on a limited-term contract, often for one semester at a time, in a higher education setting.

Lead Instructor: A full-time faculty member in charge of a course. Lead instructors develop and update the course, ensuring the course content remains relevant. Lead instructors also provide assistance to instructors teaching the course.

GAP Analysis: Is a standardized process of determining the gap-in-knowledge. The analysis occurs by identifying the difference between the current knowledge, skills, and practices and the desired practice.

Job-Aid: A tool or resource that provides information and guidance to help the user avoid mistakes.

Instructional Design: Is the systematic process of developing instruction using learning and instructional theories. The instructional design includes the process of analyzing the learning needs and goals and then develop a method to deliver instruction to meet those needs and goals.

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