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Copyright by Keith Daniel Mclaughlin 2004 Copyright by Keith Daniel McLaughlin 2004 The Dissertation Committee for Keith Daniel McLaughlin certifies that this is the approved version of the following dissertation: Toward a New Paradigm for Teaching and Learning: A Case Study of the Process of Integrating Instructional Design and Technology at Florida Community College at Jacksonville Committee: John E. Roueche, Supervisor William F. Lasher Norvell W. Northcutt Susan C. Harkins Donald W. Green Toward a New Paradigm for Teaching and Learning: A Case Study of the Process of Integrating Instructional Design and Technology at Florida Community College at Jacksonville by Keith Daniel McLaughlin, B.A.; M.S.M. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December 2004 Dedication This dissertation is dedicated to my younger sister and childhood playmate, Laurie, who lost…no, won her courageous battle with a brain tumor in March 2003. Her journey was all too brief. Acknowledgements I have been enormously blessed by the support and encouragement of my family and friends. I want to thank my dad and step mom for their unfailing love, counsel, and generosity. I also want to thank my brothers and sisters for their financial support and their loving embrace across the miles that separated us during my time in Austin. I want to express my appreciation to all of my wonderful friends that have encircled me with their prayers and words of encouragement. I also met many new friends in Block 58, and I want to thank them for their kindness and support. I want to express my heartfelt appreciation, gratitude, respect and admiration for Dr. John Roueche. Thank you, Dr. Roueche, for giving me this opportunity of a lifetime. You have been a mentor, a teacher, an encourager, and a wise counselor to me. I also want to thank Dr. Moore for his wisdom and for expanding the horizons of my thinking. Dr. Moore, you extended such a warm welcome to me upon my arrival in Texas, and it has been an honor and privilege to know you. Dr. Phelps, my life is so much richer for having had the opportunity to know you. I will always remember the way you wove humor and profound insights on leadership in the stories you shared with us from your rich and full life. Thank you! I also want to thank Ruth Thompson for all of her help and support over these many months and a special thanks to all the terrific folks in the Community College Leadership Program and the National Institute for Staff and Organizational Development. I would like also to thank the other members of my committee, who have been so generous in their support and have touched my life in so many positive ways. Dr. Susan Harkins, you and your husband, Dr. Bob Harkins, are such wonderful people. Thank you v from the bottom of my heart! Dr. Norvell Northcutt, you are an outstanding teacher. Thank you for your guidance. I want to thank Dr. William Lasher, a fellow native Auburnian for his willingness to serve on my committee. I have very much enjoyed getting to know Dr. Lasher and discovering our common roots. I want to thank Dr. Donald Green, Executive Vice President of Florida Community College at Jacksonville for his willingness to serve on my committee. Dr. Green, thank you for the outstanding internship experience you provided to me and for teaching me about the power of vision. You also have been a tremendous source of support and encouragement. I also want to thank Dr. Margarita Cabral-Maly and Dr. Patty Adeeb of Florida Community College for their support. Finally, I humbly acknowledge and give glory to God for his strength and sustaining grace in my life. vi Toward a New Paradigm for Teaching and Learning: A Case Study of the Process of Integrating Instructional Design and Technology at Florida Community College at Jacksonville Publication No.____________ Keith Daniel McLaughlin, Ph.D. The University of Texas at Austin, 2004 Supervisor: John E. Roueche This study examined the process by which administrators, faculty, and instructional design staff at Florida Community College converted four traditionally formatted courses to online courses in order to integrate innovative instructional design and learning strategies with instructional technology. The study also examined the design and development of an electronic Instructional Design Assistant that would enable the user to systematically design curriculum that incorporated learning and motivation theory. The researcher used a case study approach to describe the model and processes the College administration used to implement the project; why faculty chose to participate in this project; and how instructional design principles and technological tools were used to redesign the courses and develop the electronic Instructional Design Assistant. The purpose of this study was to explore how one institution of higher education addressed the gap that often exists between systematic and collaborative instructional design and the use of instructional technology in online course development. Data for this study was collected through semi-structured interviews and a review of project related records, reports, guidelines, and artifacts. Data was also obtained through field vii observations and researcher participation in training and professional development sessions with faculty and staff. Findings were reported under each of the four research questions that sought to describe the overall process undertaken to carry out this project. The specific findings included the model, philosophical basis, and resources the College utilized to facilitate the project; the reasons faculty chose to participate in the project and their preference to blend face-to-face teaching with the new instructional delivery methods enabled by the Web, rather than teaching in an exclusively online environment; and the challenges encountered in trying to link course design and instructional technology through collaborative efforts among administrators, faculty design teams, and instructional designers. viii TABLE OF CONTENTS LIST OF FIGURES xiv CHAPTER 1: INTRODUCTION TO THE STUDY 1 Technology Debate 3 New Paradigms for Teaching and Learning 6 The Role of Instructional Design Theory 8 Problem 9 Purpose of the Study 11 Limitations 14 Significance of the Study 15 Research Questions 19 Definitions 20 Summary 22 Organizational Structure 23 CHAPTER TWO: REVIEW OF THE LITERATURE 24 Historical Evolution of Instructional Design 25 Instructional Systems Design 26 Theories of Learning 30 Behaviorism 31 Cognitivism 33 Constructivism 37 Mastery Learning 39 Adult Learning Theory 41 ix Motivation 43 Instructional Design Systems Models 44 Dick-Carey Model 45 Gagné-Briggs-Wager 47 Elaboration Theory 49 Instructional Design for the Future 51 Instructional Technology 52 Computers and Education 55 Development of Web-based Courses 57 Object-Oriented Design 59 Instructional Technology Design Theories 60 Learning Objects 61 Teams and Facilitating Change 62 A Framework for Change 66 Summary 67 CHAPTER THREE: METHODOLOGY 68 Introduction and Rationale for the Case 68 Sirius Project 70 Research Design 71 Rationale for the Methodology 73 Qualitative Research 74 Research Design 77 Data Collection 79 x Interview Protocol and Participants 79 Validity 82 Ethics 84 Summary 85 CHAPTER 4: FINDINGS 86 Research Question #1: The Model, Process, and Implementation 87 The Philosophical Component 88 The Foundational Components 92 Sirius Phase I 94 Sirius Phase II 95 The Course Selection Process 99 Faculty Selection 101 Course Delivery Methods 111 Hiring an Outside Consultant 113 Professional Development and Training 118 Resource Acquisition and Allocation 123 Project Funding 123 Division of Tasks and Responsibilities 124 Faculty Responsibilities 125 Research Question # 2: Why Faculty Chose to Participate 126 Research Question #s 3 & 4: Instructional Design and Technology 130 CREOLE 134 Mastery Learning 136 xi Constructivist Learning 136 Cooperative Learning 137 Scope of Technology 137 Instructional Design Assistant 147 Instructional Design Staff 156 Common Themes, Issues, and Challenges 158 Intellectual Property and Copyright 158 Technology 159 Team Dynamics and Leadership Issues 160 Faculty Reflections 164 Chapter Summary 166 CHAPTER 5: SUMMARY AND DISCUSSION 167 Discussion 179 Researcher Insights 184 Major Findings and the Literature 190 Suggestions for Further Research 197 Conclusions 197 APPENDICES 198 APPENDIX A Interview Questions 199 xii APPENDIX B Timeline/Schedule 202 APPENDIX C Sample Faculty Contract 205 APPENDIX D1 Psychology Course Unit 208 APPENDIX D2 English Course Unit Excerpts 229 APPENDIX D3 English Course Unit Excerpts 271 APPENDIX D4 Reading Course Excerpts 314 APPENDIX E Data Collection Template 321 APPENDIX F Code/Theme Template 325 REFERENCES 327 VITA 338 xiii LIST OF FIGURES Figure Page 1 Sirius Academics Overview 97 2 Online Course Development and Sirius 98 3 Learning Object Planning Worksheet 141 4 Learning Object Request Template 143 5 Learning Object Analysis Worksheet 145 6 Sirius Flowchart I 149 7 Sirius Flowchart II 150 8 Sirius Flowchart III 152 9 Sirius Flowchart IV 154 10 Sirius Flowchart V 154 11 Sirius Flowchart VI 155 12 Sirius Academics Interface 157 13 Project Implementation Model 183 xiv CHAPTER I Introduction to the Study Background The rapid proliferation of the Internet, growth in the World Wide Web, and developments in multimedia technologies offer new approaches
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