Lee Dabae
Department of Instructional Technology, Bagwell College of Education, Kennesaw State University, Kennesaw, GA USA.
Educ Technol Res Dev. 2021;69(1):289-293. doi: 10.1007/s11423-020-09915-w. Epub 2021 Jan 22.
This article examines practical implications of the work by Bennett et al. (Educational Technology Research and Development 65(1):125-145, 2017) entitled, "" It addressed the knowledge gap of design practices of university faculty by conducting an extensive qualitative study with 30 interviewees. Three design practices reported that are incremental and iterative. Understanding these common design practices is critical to effectively and efficiently support faculty with transferring their instruction online when many institutions face the challenge of supporting a large number of inexperienced faculty with transferring instructions online. Based on the findings, three stages of support can be devised for before, during, and after sessions. Given the non-systematic cyclic design process of the teachers, need-based, just-in-time support and resources may be helpful. Although the reported process is not specifically for online learning design, the findings may contribute to establishing best practices for supporting faculty's online learning design.
本文探讨了贝内特等人（《教育技术研究与发展》，2017年第65卷第1期，第125 - 145页）题为《[文章标题缺失]》的研究成果的实际意义。该研究通过对30名受访者进行广泛的定性研究，解决了大学教师设计实践方面的知识差距问题。报告了三种渐进式和迭代式的设计实践。理解这些常见的设计实践对于在许多机构面临支持大量缺乏经验的教师进行在线教学这一挑战时，有效且高效地支持教师将教学转移到线上至关重要。基于这些发现，可以为课程前、课程中和课程后设计三个支持阶段。鉴于教师的设计过程是非系统性循环的，基于需求的即时支持和资源可能会有所帮助。尽管所报告的过程并非专门针对在线学习设计，但这些发现可能有助于确立支持教师在线学习设计的最佳实践。
