The reported teacher design process is not specifically for online learning design, but may inform best practices for supporting faculty's online learning design¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The design process reported by Bennett et al. was not developed specifically for online learning design, though the findings may contribute to best practices for supporting faculty's online learning design. → Dabae Lee 2021

Evidence¶

Dabae Lee 2021¶

Dabae Lee. (2021). The process of designing for [online] learning: response to Bennett et al.. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09915-w

q1 · i? · theoretical · r2

This is the response article's own interpretive statement (type e) about the scope of Bennett et al.'s findings: the process was not designed for online learning, but the author argues the findings "may contribute to establishing best practices" for supporting faculty's online learning design. No data support this extrapolation.

"Although the reported process is not specifically for online learning design, the findings may contribute to establishing best practices for supporting faculty's online learning design."

Discussion¶

Related Claims¶

• A qualitative study of 30 university teachers reported three design practices that are incremental and iterative — related
• Teachers' design work extends before, while, and after a unit is taught — related
• Bennett et al.'s study establishes faculty roles as designers of learning, an essential consideration when institutions seek digital design talent. — related
• Bennett et al.'s qualitative study found university instructors' design process is top-down, breadth-first, iterative, responsive, and reflective — related