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

McLaughlin, Keith Daniel
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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 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.