Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 510227
Title Utilization of design principles for hybrid learning configurations by interprofessional design teams
Author(s) Cremers, Petra H.M.; Wals, Arjen E.J.; Wesselink, Renate; Mulder, Martin
Source Instructional Science 45 (2017)2. - ISSN 0020-4277 - p. 289 - 309.
DOI https://doi.org/10.1007/s11251-016-9398-5
Department(s) Education and Competence Studies
WASS
Publication type Refereed Article in a scientific journal
Publication year 2017
Keyword(s) Curriculum design - Design expertise - Design knowledge - Design principles - Hybrid learning configuration - Teacher as designer
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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