Elements of blended continuous professional development short course design for educators

Abstract

Instructional Design (ID) is the science of course design. Learning programmes can be enhanced by Computer Integration through blended learning. ID can be guided by design models such as the ADDIE Model. Pairing traditional design models with modern blended learning can provide a powerful platform for accessible and flexible learning, learner tracking, and individual feedback. This study addresses problems pertaining to continuous professional development (CPD) programme design for educators. Educators need CPD to satisfy the needs of an evolving education landscape. CPD programmes can be delivered through blended short learning programmes. To train teachers efficiently we need to understand not only the design process, but also the design elements and considerations that can make it more efficient and tailored to the needs of the participants. This study addresses the research question: What elements should be included during blended CPD short course design for educators? The researcher applied a qualitative research methodology and a design-based research approach. This research shows the elements of, and considerations for, three research contexts, namely, educators, CPD and short courses, as well as two research focus areas, namely, course design and blended learning. The researcher presents 39 considerations and 48 elements that can be implemented on top of ID models such as the ADDIE Model. These elements were unearthed by combining data gathered through a systematic literature review, expert interviews, and educators as participants in a newly designed course. This research can assist designers to design short, blended, CPD learning programmes for educators.