Ross, R. D. (2017). e-Curriculum and instruction: A case study (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10269442) 

Abstract:

“Electronic learning, or e-Learning, is a growing and complex sector of higher education. This dissertation investigated the lack of understanding surrounding online education’s use of policy to effectively inform curriculum and instruction in synchronous classrooms. Leveraging a conceptual framework that combined literature on higher education accountability with theory on effective teaching with technology, this qualitative case study examined if and how synchronous e-Learning instructional policy and practice intersect in transformative ways by answering the following research questions: (a) how do teacher educators describe the relationship between instructional policy and practice in a synchronous, online, webcam-enabled teacher education program’s core course?; and (b) how, if at all, does a synchronous, online, webcam-enabled teacher education program use instructional policy to guide and foster the development of technological pedagogical content knowledge within the organization? Data collection procedures included interviews with the organization’s chair, course lead, and instructors, observations with the instructors, and document collection. Data analysis involved the constant comparative method. Findings from the study revealed that political, professional, and market forces were present in the target course’s curriculum, explaining why said instructional policy served as a framework for content, a facilitator of pedagogy, and quality assurance for e-Learning. Findings from the study also revealed how the given instructional policy system developed technological pedagogical content knowledge within the organization in a limited fashion. Implications and recommendations for policy, practice, and research are discussed.”