Explored and reported as three distinct but interrelated studies, this dissertation endeavored to develop a technology (i.e., process) to address the challenges faced by higher education faculty charged with updating or otherwise redesigning online courses. Considering the growing prevalence of online learning in higher education, calls on faculty with limited pedagogical training to design effective instruction are increasingly commonplace. Through a developmental research approach, this study chronicled the Productivity in Online Course Redesign (POCR) model's construction via practical and theoretical means and its validation via expert review and field evaluation. The first of three contributing publications recorded the POCR model’s initial conceptualization and internal validation via review by an expert panel. Realized as a case study, the second contributing publication utilized field evaluation procedures to test the POCR model in a real-world setting, thus externally validating the model. The final contributing publication detailed a model refinement effort in which instructional design principles aligned with the Community of Inquiry framework were integrated to provide users with additional pedagogical support. The integration underwent internal validation via Delphi review. Deemed a valid model in both a conceptual and a practical sense, the POCR model shows promise as a tool for faculty who wish to engage with course design more efficiently and systematically.
Dr. Laurie O. Campbell, Committee Chair.
Contact chair for zoom link locampbell@ucf.edu
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