Understanding the design context for Australian university teachers: implications for the future of learning design
Understanding the design context for Australian university teachers: implications for the future of learning design
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DOI：
10.1080/17439884.2011.553622
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发表时间：
2011-01-01
影响因子：
6.9
通讯作者：
Harper, Barry
中科院分区：
文献类型：
--
作者：
Bennett, Sue;Thomas, Lisa;Harper, Barry
基于为大学教师设计教学提供支持将最终提高学生学习成果的质量这一前提，最近对开发支持工具和战略的兴趣已经获得了动力。本文报道了一项研究，探讨了澳大利亚大学教师设计的背景下，以了解设计支持工具和策略可以发挥什么作用。深入采访了澳大利亚16所大学的30名学者。研究结果表明，大多数澳大利亚大学教师在他们的设计决策有很高的灵活性，这表明存在的机会，学习设计工具和策略被采用。
Based on the premise that providing support for university teachers in designing for their teaching will ultimately improve the quality of student learning outcomes, recent interest in the development of support tools and strategies has gained momentum. This article reports on a study that examined the context in which Australian university teachers design in order to understand what role design support tools and strategies could play. In-depth interviews were conducted with 30 academics across 16 Australian universities. The findings suggest that most Australian university teachers have a high degree of flexibility in their design decisions suggesting that opportunities exist for learning design tools and strategies to be adopted.