Bennett et al.'s qualitative study found university instructors' design process is top-down, breadth-first, iterative, responsive, and reflective¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? A qualitative interview study of 30 instructors across 16 Australian universities identified design characteristics of top-down, breadth-first, iterative, responsive, and reflective design processes. → Karakaya 2021

Evidence¶

Karakaya 2021¶

Karakaya, K. (2021). Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09884-0

q2 · i? · theoretical · r2

The commentary reports Bennett et al.'s qualitative study of 30 instructors at 16 Australian universities using semi-structured interviews, which "pinpoints key design characteristics as top-down, breadth-first, iterative, responsive, and reflective."

"This exploratory study provides rich, contextualized descriptions about university teachers' design process and pinpoints key design characteristics as top-down, breadth-first, iterative, responsive, and reflective."

Discussion¶

Related Claims¶

• Bennett et al.'s research has limited detail about faculty design skills and emphasizes how faculty design resembles others' design approaches. — related
• Bennett et al.'s study establishes faculty roles as designers of learning, an essential consideration when institutions seek digital design talent. — related
• A limitation of the Bennett et al. study is reliance on self-reported interview data without design artifacts for triangulation — related
• University teachers follow a top-down design approach considering learning outcomes, content scope, activities and assessment — a narrower finding that bears on this claim
• Teachers' design work extends before, while, and after a unit is taught — a narrower finding that bears on this claim
• A qualitative study of 30 university teachers reported three design practices that are incremental and iterative — related
• 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
• University instructors' design process did not appear to draw on instructional design models — 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 — related