Exploration of Teacher Collaboration Strategies during Instructional Design: A Systematic Meta-aggregative Review of Domestic Research

High school students in North America, namely, the United States and Canada, encounter the challenge of the school-to-school and school-to-work transition, and they need considerable help for career guidance and counselling. Yet, the guidance and counselling resources of the school system are often stretched to their limits. This article proposes an alternative for the career guidance initiative to reach out to a massive student population by establishing effective counsellor—teacher collaboration in the classroom setting. The background and rationale for this collaboration will be examined and the critical communication dynamics and process in forming this collaboration will be elaborated on. Finally, several collaboration strategies are offered that can work to enhance classroom-based career education and guidance initiative.

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Instructional Weaving: Models for Scaffolding Within and Between Courses

TESL Canada Journal ◽

10.18806/tesl.v15i2.697 ◽

1998 ◽

Vol 15 (2) ◽

pp. 01

Author(s):

Kim Hughes Wilhelm ◽

Margi L. Wald

Keyword(s):

Instructional Design ◽

Teacher Collaboration ◽

Literacy Skills ◽

Time Constraints ◽

Language And Literacy ◽

Intensive English ◽

Intensive English Programs ◽

Skill Building

Instructional "weaving" is a method of instructional design that can help to solve problems related to time constraints and skill-building reinforcement. Teacher-teacher collaboration is encouraged as instructional weaving between classes helps learners cope with complex or difficult tasks. One course builds on another, with teachers reinforcing learning across both time and setting. Examples are provided of how instructional weaving has been applied in an IEP (Intensive English Programs) setting, with learners working with content-based materials to learn and practice language and literacy skills. The article concludes with a list of tips and caveats for those interested in applying instructional weaving in their own settings.

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Teacher Collaboration: Measurement and Prediction

PsycEXTRA Dataset ◽

10.1037/e714942007-001 ◽

2007 ◽

Author(s):

Samantha L. Sedlik ◽

Kate J. Bruckman ◽

Phuong Vu ◽

Jessica R. Koehler

Keyword(s):

Teacher Collaboration

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Differences in Effectiveness of Instructional Design Support e-Teaching Portfolio System Perceived by University Faculties

Korean Association for Educational Information and Media ◽

10.15833/kafeiam.22.2.223 ◽

2016 ◽

Vol 22 (2) ◽

pp. 223-247

Author(s):

Sumin Moon ◽

Myoungsook Choi

Keyword(s):

Instructional Design ◽

Design Support ◽

Teaching Portfolio

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An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

Online Learning ◽

10.24059/olj.v15i2.196 ◽

2011 ◽

Vol 15 (2) ◽

Author(s):

Philip Ice ◽

Angela M. Gibson ◽

Wally Boston ◽

Dave Becher

Keyword(s):

Instructional Design ◽

Student Retention ◽

Student Satisfaction ◽

Community Of Inquiry ◽

Online Courses ◽

Public University ◽

Cognitive Presence ◽

Cognitive Integration ◽

Face To Face ◽

Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

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Designed Learner Interactions in Blended Course Delivery

Online Learning ◽

10.24059/olj.v15i1.183 ◽

2011 ◽

Vol 15 (1) ◽

Author(s):

Reba-Anna Lee ◽

Brian Dashew

Keyword(s):

Instructional Design ◽

Best Practices ◽

Design Process ◽

Course Delivery ◽

Student Interactions ◽

Face To Face ◽

Instructional Design Process ◽

Hybrid Delivery ◽

Academic Technology ◽

Blended Course

In transitioning to a hybrid delivery model, faculty are presented with an opportunity to engage in a systematic instructional design process which can bring coursework in line with pedagogical best practices that may not exist in traditional face-to-face classes. This paper presents a model whereby Marist College Academic Technology & eLearning staff focuses faculty attention on designing effective student interactions with content, the instructor, and other students. These interactions promote deeper levels of engagement in student learning.

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Effective instructional design for value dominant education in Malaysian public universities

Social and Management Research Journal ◽

10.24191/smrj.v5i2.5160 ◽

2008 ◽

Vol 5 (2) ◽

pp. 61

Author(s):

MOHD NOR MAMAT ◽

Fattawi Mokhtar

Keyword(s):

Instructional Design ◽

Environmental Ethics ◽

Holistic Education ◽

Environmental Attitude ◽

National Education ◽

Instructional Activities ◽

Attitude Test ◽

Ethics Course ◽

Education Today ◽

Document Review

Education is an important medium to ensure sustainability of human civilization. Holistic education must contain three main objectives to be achieved; cognitive, psychomotor and affective domains which involve knowledge transfer, skill enhancement and value or attitude inculcation. Our national education today regardless in primary, secondary or tertiary level seems to be more on producing graduates with knowledge and skill, but not much on value as major. This doesn't mean that value-education should be dominant in educational curriculum but it could be dominant within specific value dominant courses. Ethics or moral courses are among value-dominant courses that must prioritize value or attitude effects as main objectives. This needs different and specific instructional design (ID) in which value become major objectives in learning outcomes, activities, evaluation and etc. The study selected environmental ethics course as a case study. The study has recognized unique instructional activities for three different groups in UiTM A, UiTM B and UPSI (n=108). ID also includes learning objectives, learning object and content itself, other than instructional activities. All these have been identified using document review and interviews. The effects of environmental attitude (EA) have been measured using New Environmental Paradigm (NEP) which is endorsed by UNESCO and Behaviour-based Environmental Attitude Test by F J. Kaiser (2007) at the end of the semester to identify the effects of environmental paradigm and attitude. In this study, the result ofEA would be correlated with the different unique objectives, contents and activities to recognize the best ID for producing value effects, which is the environmental attitude. This led to few main findings as the best practices; religious elements, practical contents and environmental-related activities which have affected much on student's paradigm and attitude towards environment.

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