| As K-12 environments discover different avenues to offer the best learning experiences available to students, schools are utilizing existing staff members to develop and teach traditional face-to-face, blended and online courses. The purpose of the study was to discover similarities and differences in processes, principles and strategies for creating courses for the K-12 environment (blended or online) between faculty designer prepared courses and instructional designer prepared courses. Using a mixed methods approach the study examined the roles faculty designers have in the development of instruction and how they might use similar strategies and development practices that instructional designers use. A survey was crafted and adapted from Tessmer and Wedman (1992), A survey of what designers do, don't do, and why they don't do it, and Kay (2011), Instructional design activities survey. The Tessmer and Wedman (1992) survey had been validated by Winer and Vasquez-Abad in 1995 in its entirety. This study resulted in 34 participants that participated in the study with 26 qualifying for the study. The first eight questions identified demographics for the participants; two measurement scales were used to analyze results for nine questions. The first one was Pearson product moment correlation coefficient; the second was Analysis of Variance (ANOVA) to calculate and measure the degree of difference between two variables. The Pearson product moment correlation coefficient was used for nine questions to calculate the degree of linear relationship between two variables, faculty designers (teachers) and instructional designers. Based on the hypothesis for the two-tailed test of correlation, results for nine questions, excluding one question failed to reject the null hypothesis. For one question the null hypothesis was rejected and the alternative was accepted. |
