SHAPING ONLINE PEDAGOGY: FACULTY EXPERIENCES ON INSTRUCTIONAL DESIGN AND ODEL COURSE DEVELOPMENT IN A PRIVATE UNIVERSITY IN KENYA
Bibliographic record
Abstract
Open Distance and e-Learning is a global phenomenon which has grown exponentially in institutions of higher learning. Among the strategic areas in provision of quality services in ODeL is the provision of instructional materials. Instructional materials statistically and significantly, positively influence the academic performance of distance learning students. University of Eastern Africa, Baraton, embarked on the journey to create instructional materials which would enhance the implementation of online learning, through a 2 (two) day workshop on instructional design and ODeL course development. The specific objectives were to describe ADDIE Model and Co-Creation Model, evaluate E-Content Design and Development, including overview of Open Educational Resources (OER), analyze the structure of a blended learning Course material, describe Instructional Material Development including use of OER and develop Instructional Materials including integrating OER. A mixed method study design was used to explore strategies for effective design and development of instructional materials including OER at University of Eastern Africa, Baraton, Kenya. A campus-wide survey assessed knowledge and experience in instructional design for ODeL Course materials, ADDIE model, Co-Creation Model, integration of OER into course, OER repositories, and familiarity with virtual learning platforms, knowledge and experience on Quality Assurance of OER and whether the participants had technical skills in terms of creating ODL content. One hundred (100) staff were purposively engaged for the study through discussions on design and development of instructional materials with pre- and post-workshop surveys capturing individual perspectives. Quantitative data underwent statistical analysis, while qualitative data was thematically analyzed. The study recommended the need for faculty in universities to be trained in e-content design and development for enhancing ODeL program quality,
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".