Instructional Design: Connecting faculty, students as well as support structures and services to enhance instruction in higher education
Tuesday, June 26 6:00 PM-7:00 PM
Presider:Douglass Scott, Waseda University, Japan
Online enrollments continue to grow. According to a study by the Online Learning Consortium on tracking online education in the United States, an estimated of 7.1 million of the 21.3 million total higher education students were enrolled in at least one online course in Fall 2012 (Allen & Seaman, 2014). As a result, research on what defines a successful online course has increased and contributed to the knowledge and practice of quality online teaching (Khan & Chishti, 2012). Improving quality requires action in the areas of teacher knowledge and pedagogy, resources, assessment approaches and in learning environment and facilities. The purpose of this presentation is to bring together several factors that are intrinsically linked to the creation of a student-centered virtual learning environment: faculty, instructional designers, students, and administrative as well as technical support staff. Open and clear communication among all these stakeholders in the instructional process is critical to establishing a flexible learning platform that engages faculty and students, while being adequately supported by services that acknowledge needs and requirements that could make or break instructional dynamic. A visual representation of the lines of convergence will allow presenters to elaborate on cutting-edge research on design, implementation, and evaluation of instruction in virtual environments.