Teachers as developers of local evidence to improve digital course design

• Published in: Interactive learning environments Vol. 29; no. 4; pp. 648 - 654
• Main Author: Hrastinski, Stefan
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 19.05.2021; Taylor & Francis Ltd
• Subjects: Best Practices; Blended Learning; College Faculty; Context; Course Content; Course Evaluation; Curriculum development; Design improvements; digital course design; Educational Improvement; Educational Quality; Evidence; Evidence Based Practice; Foreign Countries; Higher Education; Instructional Design; Interactive learning; Local evidence; Online Courses; Student Attitudes; Teacher Attitudes; Teachers; Teaching Methods; Sweden
• ISSN: 1049-4820; 1744-5191; 1744-5191
• DOI: 10.1080/10494820.2019.1594959

Evidence can be used to support digital course design. The aim of this paper is to discuss how teachers can develop local evidence to support digital course design. Previous research has focused on how practice can be based on research, while we have a limited understanding of how local evidence is used and produced in practice. Local evidence helps practitioners to address a local issue, such as how to improve the design of a blended or online course. It is context-dependent and not intended to address universal problems. An edited book written by university teachers is used to provide examples of local evidence. It is argued that local evidence might be one of the key drivers of high-quality digital course design. Researchers play an important role in producing research evidence, while practitioners are essential to adapt research evidence into local evidence based on the local context, and to produce local evidence in order to improve digital course designs.