Modelling for Value Systems in a Diverse Online Program in the Caribbean

Modelling for Value Systems in a Diverse Online Program in the Caribbean

Camille Dickson-Deane (University of Melbourne, Australia), LeRoy Hill (Anguilla Community College, Anguilla) and Laura E. Gray (University of the West Indies Open Campus, USA)
DOI: 10.4018/978-1-5225-3120-3.ch012
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The authors present a conceptual framework to guide the participation of students in an online instructional design program. The online program has socio-cultural influencing factors that confound the already diverse nature of the offering. The framework intends to encourage a value system for students that can be used to guide their knowledge and performance as they pursue the tenets of the field of instructional design. Elmore's mode of leadership, Bourdieu's theory of habitus and Hofstede's cultural dimensions theory are used to create a foundation for the framework whilst acknowledging the complexities of the diverse environment. The framework supports and acknowledges the knowledge expected of novice instructional designers through the use of guides whilst acknowledging the systemic and systematic individualistic change processes that will occur.
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Instructional design is a relatively new field, with its historical roots drawing from a number of other fields which include cognitive science and behavioral psychology (Reiser, 2001, 2001). This field, has expanded with the onset of the use of the technology in educational practices, and then furthermore with the eLearning movement (Kidd, 2009). As eLearning and online learning became somewhat of a founding principle for which instructional design could be guided, the research in the field also expanded to accommodate factors that were not typically present in traditional instruction (Moore & Kearsley, 2011; Reiser, 2001). One factor that provides an ongoing discussion is the differences that contribute to the uniqueness of each available online learning context is culture. This factor allows for online learning experiences that are derived from belief systems in an effort to create what is subjectively deemed a successful learning outcome. The subjectivity of the value of the product is important, not only to those who offer the online learning experience, but most importantly to those who are the recipients of such outcomes.

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