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A Description of Online Instructors Use of Design Theory

A Description of Online Instructors Use of Design Theory

MarySue Cicciarelli
Copyright: © 2010 |Pages: 9
ISBN13: 9781605669366|ISBN10: 1605669369|ISBN13 Softcover: 9781616924232|EISBN13: 9781605669373
DOI: 10.4018/978-1-60566-936-6.ch001
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MLA

Cicciarelli, MarySue. "A Description of Online Instructors Use of Design Theory." ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching, edited by Lawrence A. Tomei, IGI Global, 2010, pp. 1-9. https://doi.org/10.4018/978-1-60566-936-6.ch001

APA

Cicciarelli, M. (2010). A Description of Online Instructors Use of Design Theory. In L. Tomei (Ed.), ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching (pp. 1-9). IGI Global. https://doi.org/10.4018/978-1-60566-936-6.ch001

Chicago

Cicciarelli, MarySue. "A Description of Online Instructors Use of Design Theory." In ICTs for Modern Educational and Instructional Advancement: New Approaches to Teaching, edited by Lawrence A. Tomei, 1-9. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-936-6.ch001

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Abstract

In a recent dissertation study, research was conducted to evaluate online instructors’ characteristics and preferences concerning the use of a telementor, or online instructor’s assistant, as a part on an online course. Those who participated in the anonymous survey came from a sample of two thousand online instructors from colleges and universities located across the United States. Of those contacted, 323 online instructors responded to the survey. Results presented in this article were produced using data from nine of the questions included in the survey. These Likert Scale questions specifically asked the instructors about their use of theory of multiple representation, Gagne’s conditions of learning, instructional transaction theory, cognitive flexibility theory, three form theory, dual-coding theory, elaboration theory, theory of transactional distance, and theory of immediacy and social presence. Outcomes showed that a larger number of online instructors applied design theory when creating a course compared to the instructors who indicated that they did not apply design theory. Descriptive results presented illustrate how often the participants said that they utilized each of the different theories.

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