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You searched for subject:(interdisciplinary courses). Showing records 1 – 2 of 2 total matches.

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Ohio University

1. Albrahim, Fatimah Abdulmohsin A. Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses.

Degree: PhD, Instructional Technology (Education), 2018, Ohio University

The faculty and instructional designer collaborative model is one of the solutions that some higher education institutions have adopted to meet the needs of offering online courses, improving the quality of education outcomes, and supporting faculty while developing and delivering online courses. Despite the common usage of such a model, as well as its advantages, few studies have reported on the difficulties in employing this approach. Moreover, a limited number of studies have dealt with understanding the collaboration between faculty members and instructional designers from the perspectives of instructional designers, particularly within the context of higher and online education. Therefore, the aim of this study is to explore the perceived factors that influence interdisciplinary collaboration between faculty members and instructional designers when developing and delivering online courses from the perspective of instructional designers, as well as how instructional designers translate this perception into practice when they interact with faculty members in discrete events.A sequential explanatory mixed-methods research design was employed for this study, incorporating both descriptive and inferential statistics, using a target population of instructional designers in higher education institutions in the United States. For the quantitative part of the study, 80 participants partook in a survey questionnaire using the Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q), while semi-structured interviews were conducted with 11 participants for the qualitative portion of the study. The researcher then employed statistical tests and analysis such as descriptive statistics, t-test, and ANOVA for the quantitative portion, while for the qualitative phase of the study, the data collected from the interviews were analyzed using Tesch’s (1990) eight steps for coding.Results from correlational analyses revealed many positive associations between different parts of the PINCOM questionnaire; positive perceptions of social support were a particularly consistent indicator of positive perceptions of other facets of the collaborative process. An independent T-Test and a series of ANOVAS, however. Showed that PINCOM scores did not significantly differ by gender, highest degree attained, institution type, institution size or team size. For the qualitative aspect, there were several themes identified from the results. For the perceived factors influencing the collaboration between faculty and designers, three themes were identified including openness, understanding, and institutional culture; on the description of instructional designers of their initial interaction with faculty members, five major themes were identified, including outcomes, defining roles, experience, and mode and nature of the collaboration. Finally, from the third research question, instructional designers found that establishing boundaries, having an open mutual relationship, a focus on communication, a choice in working with IDs, and… Advisors/Committee Members: Kessler, Greg (Committee Chair).

Subjects/Keywords: Educational Technology; Instructional Design; Faculty; instructional designers; online courses; interdisciplinary; collaboration

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Albrahim, F. A. A. (2018). Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482

Chicago Manual of Style (16th Edition):

Albrahim, Fatimah Abdulmohsin A. “Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses.” 2018. Doctoral Dissertation, Ohio University. Accessed August 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482.

MLA Handbook (7th Edition):

Albrahim, Fatimah Abdulmohsin A. “Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses.” 2018. Web. 14 Aug 2020.

Vancouver:

Albrahim FAA. Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses. [Internet] [Doctoral dissertation]. Ohio University; 2018. [cited 2020 Aug 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482.

Council of Science Editors:

Albrahim FAA. Go Hand in Hand: A Case Study in the Collaboration between Faculty and Instructional Designers when Developing Online Courses. [Doctoral Dissertation]. Ohio University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1521983707808482


University of North Texas

2. Elliott, Brett M. The Influence of an Interdisciplinary Course on Critical Thinking Skills.

Degree: 1999, University of North Texas

The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group. The students in the sample enrolled in college algebra and then half were randomly placed into the interdisciplinary course. A quasi-experimental pretest-posttest comparison group design was used. The Watson-Glaser Critical Thinking Appraisal was used to measure the students' critical thinking skills. This instrument consists of an overall critical thinking score as well as five subscores in the areas of Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments. It was found that the students in the interdisciplinary course made greater gains in the overall critical thinking score as well as in four of the five subscores. However, the differences in the gains made in the two courses were not statistically significant. Disregarding course, other factors that were found to be closely related to critical thinking were Composite ACT, grade received in the course, Math ACT and grade point average. It was also found that students whose majors were in the Schools of Arts and Letters or Science and Technology scored higher on critical thinking than students whose majors were in the Schools of Business or Education. Factors found to have no relationship to critical thinking were ethnicity, gender and classification. Advisors/Committee Members: Newsom, Ron, Jackson, Steve, 1957-, Lumsden, D. Barry.

Subjects/Keywords: interdisciplinary courses; algebra; college students; critical thinking; Critical thinking.; Algebra  – Study and teaching (Higher); Science  – Study and teaching (Higher)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Elliott, B. M. (1999). The Influence of an Interdisciplinary Course on Critical Thinking Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278389/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Elliott, Brett M. “The Influence of an Interdisciplinary Course on Critical Thinking Skills.” 1999. Thesis, University of North Texas. Accessed August 14, 2020. https://digital.library.unt.edu/ark:/67531/metadc278389/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Elliott, Brett M. “The Influence of an Interdisciplinary Course on Critical Thinking Skills.” 1999. Web. 14 Aug 2020.

Vancouver:

Elliott BM. The Influence of an Interdisciplinary Course on Critical Thinking Skills. [Internet] [Thesis]. University of North Texas; 1999. [cited 2020 Aug 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278389/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Elliott BM. The Influence of an Interdisciplinary Course on Critical Thinking Skills. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc278389/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.