دورية أكاديمية
Graduate Students' Perceptions and Expectations of Instructional Design and Technology
| العنوان: | Graduate Students' Perceptions and Expectations of Instructional Design and Technology |
|---|---|
| اللغة: | English |
| المؤلفون: | Smith, Kennon M., Hessing, Jason, Bichelmeyer, Barbara A. |
| المصدر: | TechTrends: Linking Research and Practice to Improve Learning. Aug 2006 50(4):17-27. |
| الإتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 11 |
| تاريخ النشر: | 2006 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Student Attitudes, Telecommunications, Information Science, Graduate Students, Instructional Design, Definitions, Student Interests, Education Work Relationship |
| DOI: | 10.1007/s11528-006-0017-1 |
| تدمد: | 8756-3894 |
| مستخلص: | Instructional design and technology (IDT) is a young field. Having coalesced as a unified field during the last half of the twentieth-century, IDT is a relative newcomer among educational disciplines. As such, it is not surprising to find its members frequently engaged in processes of reflection and inquiry to define areas of primary concern and to clarify relationships with allied fields. The importance of directing attention to these efforts has recently intensified as growth in fields such as learning sciences, telecommunications. and informatics has increased pressure from both inside and outside the field for IDT to clearly identify and articulate its unique value-added contribution. A number of different tactics have been used in efforts to characterize IDT. Some of these have been very direct, such as when academics in the field have launched efforts to create explicit definitions by fashioning language to be adopted by professional organizations. Other efforts have taken more circuitous routes, defining the field by extrapolating from professional practice or from the official curricula of academic programs dedicated to training instructional design professionals. While these efforts have often drawn heavily upon the informed opinions and practices of professionals in academic and corporate arenas, they have less frequently focused specifically on the perceptions and expectations of students in the field. This paper addresses this omission by reporting the results of a study designed to gather graduate students' responses to the question, "What is the field of instructional design and technology (IDT) to you?" The results of this survey suggest that current graduate students have a diversity of views regarding the field, many of which are shared by faculty and professionals in the field. Acknowledging these views allows the field to work collaboratively toward identifying areas of significant concern, and, where needed, devising interventions to address such concerns. (Contains 1 table.) |
| Abstractor: | ERIC |
| Number of References: | 28 |
| Entry Date: | 2007 |
| رقم الأكسشن: | EJ774610 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 8756-3894 |
|---|---|
| DOI: | 10.1007/s11528-006-0017-1 |