Collaborative E-Learning Course Design: Impacts on Instructors in the Open University of Tanzania.
Collaborative E-Learning Course Design: Impacts on Instructors in the Open University of Tanzania.
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协作电子学习课程设计：对坦桑尼亚开放大学教师的影响。
DOI：
10.14742/ajet.871
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发表时间：
2012
影响因子：
4.1
通讯作者：
J. Voogt
中科院分区：
文献类型：
--
作者：
K. Nihuka;J. Voogt
撒哈拉以南非洲的大学努力通过电子学习技术促进教员在课程设计和提供方面的专业发展，但往往没有产生有意义的影响。本研究调查了坦桑尼亚开放大学（OUT）的合作课程设计对教师专业学习的影响。六个教师设计团队（TDT），每个团队有2名教师，参与了这项研究，使用电子邮件和移动的电话支持的离线Moodle LMS重新设计他们基于打印的课程。在两个讲习班的每一个讲习班之后以及在课程重新设计过程之后，共与12名教员进行了36次访谈。结果表明，尽管面临挑战，教师满意的协作课程设计，他们报告说，该战略有助于他们的专业学习。教师的背景决定了在课程设计和提供过程中所需的支持类型。
Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). SixTeacher Design Teams (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline Moodle LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery.