dc.contributor.author	Shambaugh, Roy Neal	en
dc.contributor.committeechair	Magliaro, Susan G.	en
dc.contributor.committeemember	Sherman, Thomas M.	en
dc.contributor.committeemember	Holmes, Glen A.	en
dc.contributor.committeemember	Moore, David M.	en
dc.contributor.committeemember	Doolittle, Peter E.	en
dc.contributor.committeemember	Niles, Jerome A.	en
dc.contributor.department	Teaching and Learning	en
dc.date.accessioned	2014-03-14T20:07:11Z	en
dc.date.adate	1999-02-05	en
dc.date.available	2014-03-14T20:07:11Z	en
dc.date.issued	1999-02-02	en
dc.date.rdate	2000-06-02	en
dc.date.sdate	1999-02-05	en
dc.description.abstract	While there are numerous models to practice instructional design, few instructional models to teach instructional design have been documented. This dissertation documents the development of a reflexive teaching model for the teaching of instructional design (ID) in a graduate education program. The model supports co-participatory learning of instructional design and mutual examination of one's learning and participation by both instructor and students. A design and development framework is used to describe the design decisions, model implementation, and evaluation of the model across six deliveries, or case studies, of a master's level instructional design course from 1994-1998. Design decisions included course sequence, learning tasks, instructional materials, and assessment rubric. Model implementation described student responses to instruction and instructor efforts to assist learners. The model was evaluated in terms of student performance on instructional design projects, student perceptions of their learning, and instructor responsivity to learner needs. The model's development was summarized in terms of changes in design decisions, model implementation, and model evaluation over the six cases. A discussion of the reflexive model is presented using Joyce and Weil's (1996) conceptual approach, describing the model's social system, syntax, participants' reaction, support system, plus the model's instructional and nurturant effects. Four categories of conclusions address improvements to the instructional approach, conditions that promote successful use of the model, impact of the model on student and teacher learning, and conditions conducive to efficient model development. Limitations of the study, future research options, and the implications of the model for ID instruction, the ID process, and teacher inquiry are discussed.	en
dc.description.degree	Ph. D.	en
dc.identifier.other	etd-020599-094356	en
dc.identifier.sourceurl	http://scholar.lib.vt.edu/theses/available/etd-020599-094356/	en
dc.identifier.uri	http://hdl.handle.net/10919/26130	en
dc.publisher	Virginia Tech	en
dc.relation.haspart	Ch1-2.pdf	en
dc.relation.haspart	Ch3.pdf	en
dc.relation.haspart	App.pdf	en
dc.relation.haspart	Ref.pdf	en
dc.relation.haspart	Ch6.pdf	en
dc.relation.haspart	Ch5.pdf	en
dc.relation.haspart	Ch-0.pdf	en
dc.relation.haspart	Ch4.pdf	en
dc.rights	In Copyright	en
dc.rights.uri	http://rightsstatements.org/vocab/InC/1.0/	en
dc.subject	developmental research	en
dc.subject	case study	en
dc.subject	teaching model	en
dc.subject	instructional design	en
dc.title	Development of a Co-participatory and Reflexive Approach to Teaching and Learning Instructional Design	en
dc.type	Dissertation	en
thesis.degree.discipline	Curriculum and Instruction	en
thesis.degree.grantor	Virginia Polytechnic Institute and State University	en
thesis.degree.level	doctoral	en
thesis.degree.name	Ph. D.	en

Development of a Co-participatory and Reflexive Approach to Teaching and Learning Instructional Design

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