Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program
TLRPTIL Volume 59, Number 4, ISSN 8756-3894
This research examined students' self-reported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university's graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design Portfolio, a one-credit capstone course designed to prompt students to reflect on their achievement of program goals and objectives. Students reported they were most proficient in the Design (83.14%) and Development (75%) standards as defined by AECT and the Professional Foundations (78.71%) and Design and Development (72.39%) competencies as defined by IBSTPI. Students reported they were least proficient in the Utilization standard (62.73%) as defined by AECT and the Implementation and Management competency (59.16%) as defined by IBSTPI. The results also revealed the program courses that were most frequently credited for facilitating students' achievement of ID standards and competencies.
Dabbagh, N. & English, M. (2015). Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program. TechTrends: Linking Research and Practice to Improve Learning, 59(4), 22-31.
Cited ByView References & Citations Map
Christie Vanorsdale, Duquesne University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 489–493
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