Vital Signs for Instructional Design

The purpose of this study was to investigate the relationship between a collaborative design process for selecting instructional graphics and online learner perceptions of graphic appropriateness. At the end of their online graduate course, 9 students ranked how appropriately each of 25 graphics rep...

Full description

Saved in:
Bibliographic Details
Published in:Quarterly review of distance education 2014-06, Vol.15 (2), p.21
Main Authors: Ley, Kathryn, Gannon-Cook, Ruth
Format: Article
Language:English
Subjects:
College Faculty
Communication
Cooperation
Course Content
Designers
Distance learning
Educational Researchers
Expertise
Graduate Students
Instructional Design
Media Selection
Methods
Online Courses
Online instruction
Performance Technology
Preferences
Semiotics
Skill learning
Student Attitudes
Studies
Teaching Methods
Visual Aids
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to investigate the relationship between a collaborative design process for selecting instructional graphics and online learner perceptions of graphic appropriateness. At the end of their online graduate course, 9 students ranked how appropriately each of 25 graphics represented 1 of 8 human performance technology concepts. The analysis revealed the collaboration between 2 designer-researchers, 1 with content expertise and 1 with semiotic and graphic expertise, does not ensure appropriate graphics selection. When combining text with an image in a graphic, the image can communicate inappropriateness even when the text is consistent with the concept.
ISSN:1528-3518
2169-1266