IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

A Post-Positivist Framework for Using and Building Theory in Online Instructional Design

A Post-Positivist Framework for Using and Building Theory in Online Instructional Design
View Sample PDF
Author(s): Bucky J. Dodd (University of Central Oklahoma, Edmond, OK, USA), Charles E. Baukal Jr. (University of Tulsa, Tulsa, OK, USA) and Lynna J. Ausburn (College of Education, Oklahoma State University, Stillwater, OK, USA)
Copyright: 2016
Volume: 6
Issue: 4
Pages: 18
Source title: International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan) and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2016100104

Purchase

View A Post-Positivist Framework for Using and Building Theory in Online Instructional Design on the publisher's website for pricing and purchasing information.

Abstract

Theories are critical components of research and are widely used tools among online course development researchers and practitioners. However, enhanced knowledge about how theories are developed and change over time is a strategic need in the field of online education design and delivery. This article examines a set of theory analysis and development tools, focusing particularly on post-positivist frameworks and perspectives. Building from prior work in theory development, this paper makes several novel contributions to enhancing understanding of theory development processes and their use in online teaching and course design. Two unique theory analysis and development tools are proposed. The theory development diagnostic matrix is proposed as a tool for evaluating essential characteristics of theories and how theories may be appropriately used. The Theory-Innovation Cycle is introduced as a model for explaining how theories are created, developed, and changed over time and the influence these processes have on theory use in online education research and practice. Implications and recommendations for using these tools are also presented and discussed.

Related Content

Tom Sander, Phoey Lee Teh, Anabela Mesquita. © 2021. 14 pages.
Ju-May Wen, Hai Dung, Eric Zhi Feng Liu, Chun-Hung Lin, Shihping Kevin Huang. © 2021. 21 pages.
José Javier Romero-Díaz de la Guardia, Tomás Sola-Martínez, Juan Manuel Trujillo-Torres. © 2021. 17 pages.
Nana Yaw Asabere, Amevi Acakpovi, Joseph Agyiri, Michael Clifford Awuku, Michael Aidoo Sakyi, Dennis Amanor Teyewayo. © 2021. 20 pages.
Idris Goksu, Omer Kocak, Ali Gunduz, Yuksel Goktas. © 2021. 20 pages.
Erin Gratz, Lisa Looney. © 2020. 14 pages.
Hugh Kellam. © 2020. 19 pages.
Body Bottom