Date of Conferral

2021

Degree

Ph.D.

School

Education

Advisor

Michael Marrapodi

Abstract

As part of the process for designing an online information technology (IT) course, hands-on activities may be included; however, the literature has not readily revealed the best practices and challenges instructional designers (IDs) face with including hands-on activities in an online IT course. Research has shown that hands-on learning increases student performance and engagement and prepares IT students for the workforce. The purpose of this qualitative, descriptive, phenomenological study was to explore the lived experiences of IDs in the development of an online IT course when the course included hands-on activities. Constructivism and active learning were used as the conceptual framework. Semistructured interviews with 11 IDs were conducted to understand their unique experiences, including any challenges they faced or recommendations they had for improvement to the course design experience for including hands-on activities in an online IT course. Data were analyzed using the Colaizzi method of data analysis. The study revealed that challenges with subject matter experts, the technology used to support hands-on activities, and resistance to active learning were three main challenges IDs experienced. The study also revealed recommendations for success including leveraging IDs to provide the student perspective and ensuring IDs are skilled in project management and communication. The findings of this study contribute to social change because education is a positive force for change and online IT-related education continues to grow. The findings could be used to increase access to hands-on IT activities for underserved student populations who are unable to attend a brick-and-mortar institution and are experiencing their IT education online.

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