Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2011
Öğrenci: TÜRKAN KARAKUŞ
Danışman: KÜRŞAT ÇAĞILTAY
Özet:Contextual issues have considerable role on learning outcomes of instructional design process. In this dissertation study, an instructional multimedia design and development course was explored to understand how contextual issues influence the experience and processes of Novice Instructional Designers’ (NIDs) activities in an instructional design project. The main participants of the study were 47 junior Computer Education and Instructional Technology students who were enrolled in the course. Besides, 26 students who took the course in previous years also participated in the study to verify the results. In the course, the students followed an instructional design process, including analysis, design, development, implementation and evaluation (ADDIE framework) phases while developing instructional multimedia products. The researcher, as one of the facilitators of the course, aimed to guide the project teams iteratively to make them effectively collaborate with the community consisting of target group students, teachers, group members, graduate students and subject matter experts. Moreover, the researcher and other facilitators provided methodological and technical tools that novice instructional designers needed for their projects. Thus, the researcher was a part of the natural context. A qualitative approach was used to collect the data and Activity Theory (Engeström, 1999) was utilized to analyze contextual issues, find out interrelationship between contextual issues and present the results. Results showed that especially expectation and motivations of NIDs, team working skills, role of facilitator and role of target group was important to understand the instructional design experience and quality of processes which was conducted in instructional design. The results will be useful in improvement of instructional design course settings to strength practical skills of novice instructional designers.