Abstract
The differential effects of teachers’ individual and collaborative performance on the application of an Instructional Systems Design (ISD) approach were investigated. Forty-two higher education teachers were trained in an ISD approach and subsequently had to apply the approach both individually and as a member of a design team. The main hypothesis that the resulting collaborative designs would be better than individual designs was confirmed for low individual achievers but not for high individual achievers. In addition, a negative relationship between attitude towards the ISD approach and the attitude towards collaborative design was found. The implications of these results for a new role of the teacher as a designer are discussed.
Original language | English |
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Pages (from-to) | 581-590 |
Number of pages | 10 |
Journal | Teaching and Teacher Education |
Volume | 19 |
Issue number | 6 |
DOIs | |
Publication status | Published - Aug 2003 |
Keywords
- collaborative design
- instructional systems design approach
- competency-based learning