Utilization of design principles for hybrid learning configurations by interprofessional design teams

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)

Abstract

Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.

Original languageEnglish
Pages (from-to)289-309
JournalInstructional Science
Volume45
Issue number2
DOIs
Publication statusPublished - 2017

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Research Design
utilization
Learning
Research
Workplace
learning
Guidelines
educational practice
research planning
workplace
dialogue
questionnaire
school
knowledge
Surveys and Questionnaires

Keywords

  • Curriculum design
  • Design expertise
  • Design knowledge
  • Design principles
  • Hybrid learning configuration
  • Teacher as designer

Cite this

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title = "Utilization of design principles for hybrid learning configurations by interprofessional design teams",
abstract = "Educational design research yields design knowledge, often in the form of design principles or guidelines that provide the rationale or ‘know-why’ for the design of educational interventions. As such, design principles can be utilized by designers in contexts other than the research context in which they were generated. Although research has shown that quality support is important for design success, less is known about processes that promote utilization of design principles as the rationale for instructional design. In this study we therefore explored an intervention for promoting the utilization of a set of research-based design principles in educational practice. This intervention aimed to promote utilization through enhancing perceived usefulness of the design principles by design teams in various contexts. The set of design principles that was utilized by the design teams in this study underpins the design of so-called hybrid learning configurations that are situated at the interface between school and workplace. The intervention was developed from the perspective of boundary crossing theory and was conducted with four different design teams. It was evaluated by way of a questionnaire and a dialogue with members of the design teams. This boundary crossing intervention appeared to bring about the desired outcomes. Most of the design team members considered the set of design principles useful in several different ways and they expected that utilization of the principles would lead to an improved learning configuration.",
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Utilization of design principles for hybrid learning configurations by interprofessional design teams. / Cremers, Petra H.M.; Wals, Arjen E.J.; Wesselink, Renate; Mulder, Martin.

In: Instructional Science, Vol. 45, No. 2, 2017, p. 289-309.

Research output: Contribution to journalArticleAcademicpeer-review

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