A qualitative study of 30 university teachers reported three design practices that are incremental and iterative¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Bennett et al.'s extensive qualitative study with 30 interviewees identified three design practices of university faculty that are incremental and iterative. → 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

q2 · i? · theoretical · r2

This response article reports, citing Bennett et al. (2017), a qualitative interview study addressing "the knowledge gap of design practices of university faculty" with 30 interviewees, yielding three design practices characterized as incremental and iterative. No effect sizes are printed.

"It addressed the knowledge gap of design practices of university faculty by conducting an extensive qualitative study with 30 interviewees. Three design practices reported that are incremental and iterative."

Discussion¶

Related Claims¶

• The reported teacher design process is not specifically for online learning design, but may inform best practices for supporting faculty's online learning design — related
• Teachers' design work extends before, while, and after a unit is taught — related
• Bennett et al.'s qualitative study found university instructors' design process is top-down, breadth-first, iterative, responsive, and reflective — related
• Bennett and colleagues' findings suggest designing for efficiency, broad consideration of specific details, and iterative design-and-refining processes in university teachers' design work — possibly the same claim (merge candidate)