The Original Framework Since 2015 Founded by Sonja L. Howell, PhD
Adrian, Michigan, United States
Qualitative Empirical Evidence: Published 12/22/2022
Transformative Mindset Instructional Design: A Case Study
AN EMBEDDED SINGLE CASE STUDY ON COMPLEX PTSD SUPPORT THROUGH ONLINE LEARNING EFFECTIVENESS AND PARENTAL INSTRUCTIONAL PROGRAMS
ABSTRACT
EFFECTIVENESS OF INSTRUCTIONAL DESIGN AND TECHNOLOGY IN A NON-TRADITIONAL PARENTAL PROGRAM
The purpose of this case study is to explore the effectiveness of the instructional design in an organization's current parental instructional programs. The central research question focused on how instructional design influences the perceived effectiveness of a nontraditional court-ordered parental instructional program, particularly in the context of providing complex PTSD support. Guided by Kearsley & Schneiderman’s engagement theory, this study highlights the importance of structured interactions that foster collaboration in a project-based online learning environment, emphasizing the meaningful application of instructional design principles. The methodology for this analysis incorporated Yin’s and Stake’s models to understand a deeply complex social phenomenon and the actual implementation of the program. The study aimed for both intrinsic and extrinsic validity while investigating a single program. Over the course of this study, ten parents shared their experiences through interviews, participant reviews of findings, and written letters. Utilizing Yin’s systematic data collection and transparent analysis approach, the study allowed participants to review their interview drafts and identified patterns while exploring the influence of parental relationships on responses. A chain of events protocol was employed to ensure reliability. Findings indicated that the instructional design significantly impacted the effectiveness and perceived outcomes of the program by intentionally linking intervention methods with models from engagement theory, transformative learning theory, and foundational peacebuilding practices. Consequently, a tailored instructional design emerged, supporting specific attributes for mothers dealing with complex PTSD to shift their mindsets and reduce their cognitive load. Furthermore, the program created a safe space for parents to develop and practice effective solutions alongside stakeholders through meaningful projects.
problem statement
The purpose of this case study is to explore the effectiveness of the instructional design in an organization's current parental instructional programs. The central research question focused on how instructional design influences the perceived effectiveness of a nontraditional court-ordered parental instructional program, particularly in the context of providing complex PTSD support. Guided by Kearsley & Schneiderman’s engagement theory, this study highlights the importance of structured interactions that foster collaboration in a project-based online learning environment, emphasizing the meaningful application of instructional design principles. The methodology for this analysis incorporated Yin’s and Stake’s models to understand a deeply complex social phenomenon and the actual implementation of the program. The study aimed for both intrinsic and extrinsic validity while investigating a single program. Over the course of this study, ten parents shared their experiences through interviews, participant reviews of findings, and written letters. Utilizing Yin’s systematic data collection and transparent analysis approach, the study allowed participants to review their interview drafts and identified patterns while exploring the influence of parental relationships on responses. A chain of events protocol was employed to ensure reliability. Findings indicated that the instructional design significantly impacted the effectiveness and perceived outcomes of the program by intentionally linking intervention methods with models from engagement theory, transformative learning theory, and foundational peacebuilding practices. Consequently, a tailored instructional design emerged, supporting specific attributes for mothers dealing with complex PTSD to shift their mindsets and reduce their cognitive load. Furthermore, the program created a safe space for parents to develop and practice effective solutions alongside stakeholders through meaningful projects.
purpose statement
The purpose of this case study is to explore the effectiveness of the instructional design in an organization's current parental instructional programs. The central research question focused on how instructional design influences the perceived effectiveness of a nontraditional court-ordered parental instructional program, particularly in the context of providing complex PTSD support. Guided by Kearsley & Schneiderman’s engagement theory, this study highlights the importance of structured interactions that foster collaboration in a project-based online learning environment, emphasizing the meaningful application of instructional design principles. The methodology for this analysis incorporated Yin’s and Stake’s models to understand a deeply complex social phenomenon and the actual implementation of the program. The study aimed for both intrinsic and extrinsic validity while investigating a single program. Over the course of this study, ten parents shared their experiences through interviews, participant reviews of findings, and written letters. Utilizing Yin’s systematic data collection and transparent analysis approach, the study allowed participants to review their interview drafts and identified patterns while exploring the influence of parental relationships on responses. A chain of events protocol was employed to ensure reliability. Findings indicated that the instructional design significantly impacted the effectiveness and perceived outcomes of the program by intentionally linking intervention methods with models from engagement theory, transformative learning theory, and foundational peacebuilding practices. Consequently, a tailored instructional design emerged, supporting specific attributes for mothers dealing with complex PTSD to shift their mindsets and reduce their cognitive load. Furthermore, the program created a safe space for parents to develop and practice effective solutions alongside stakeholders through meaningful projects.
Limitations and Delimitations
The purpose of this case study is to explore the effectiveness of the instructional design in an organization's current parental instructional programs. The central research question focused on how instructional design influences the perceived effectiveness of a nontraditional court-ordered parental instructional program, particularly in the context of providing complex PTSD support. Guided by Kearsley & Schneiderman’s engagement theory, this study highlights the importance of structured interactions that foster collaboration in a project-based online learning environment, emphasizing the meaningful application of instructional design principles. The methodology for this analysis incorporated Yin’s and Stake’s models to understand a deeply complex social phenomenon and the actual implementation of the program. The study aimed for both intrinsic and extrinsic validity while investigating a single program. Over the course of this study, ten parents shared their experiences through interviews, participant reviews of findings, and written letters. Utilizing Yin’s systematic data collection and transparent analysis approach, the study allowed participants to review their interview drafts and identified patterns while exploring the influence of parental relationships on responses. A chain of events protocol was employed to ensure reliability. Findings indicated that the instructional design significantly impacted the effectiveness and perceived outcomes of the program by intentionally linking intervention methods with models from engagement theory, transformative learning theory, and foundational peacebuilding practices. Consequently, a tailored instructional design emerged, supporting specific attributes for mothers dealing with complex PTSD to shift their mindsets and reduce their cognitive load. Furthermore, the program created a safe space for parents to develop and practice effective solutions alongside stakeholders through meaningful projects.
conclusion
The purpose of this case study is to explore the effectiveness of the instructional design in an organization's current parental instructional programs. The central research question focused on how instructional design influences the perceived effectiveness of a nontraditional court-ordered parental instructional program, particularly in the context of providing complex PTSD support. Guided by Kearsley & Schneiderman’s engagement theory, this study highlights the importance of structured interactions that foster collaboration in a project-based online learning environment, emphasizing the meaningful application of instructional design principles. The methodology for this analysis incorporated Yin’s and Stake’s models to understand a deeply complex social phenomenon and the actual implementation of the program. The study aimed for both intrinsic and extrinsic validity while investigating a single program. Over the course of this study, ten parents shared their experiences through interviews, participant reviews of findings, and written letters. Utilizing Yin’s systematic data collection and transparent analysis approach, the study allowed participants to review their interview drafts and identified patterns while exploring the influence of parental relationships on responses. A chain of events protocol was employed to ensure reliability. Findings indicated that the instructional design significantly impacted the effectiveness and perceived outcomes of the program by intentionally linking intervention methods with models from engagement theory, transformative learning theory, and foundational peacebuilding practices. Consequently, a tailored instructional design emerged, supporting specific attributes for mothers dealing with complex PTSD to shift their mindsets and reduce their cognitive load. Furthermore, the program created a safe space for parents to develop and practice effective solutions alongside stakeholders through meaningful projects.
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Publication:
The purpose of this case study is to explore the effectiveness of the instructional design in an organization's current parental instructional programs. The central research question focused on how instructional design influences the perceived effectiveness of a nontraditional court-ordered parental instructional program, particularly in the context of providing complex PTSD support. Guided by Kearsley & Schneiderman’s engagement theory, this study highlights the importance of structured interactions that foster collaboration in a project-based online learning environment, emphasizing the meaningful application of instructional design principles. The methodology for this analysis incorporated Yin’s and Stake’s models to understand a deeply complex social phenomenon and the actual implementation of the program. The study aimed for both intrinsic and extrinsic validity while investigating a single program. Over the course of this study, ten parents shared their experiences through interviews, participant reviews of findings, and written letters. Utilizing Yin’s systematic data collection and transparent analysis approach, the study allowed participants to review their interview drafts and identified patterns while exploring the influence of parental relationships on responses. A chain of events protocol was employed to ensure reliability. Findings indicated that the instructional design significantly impacted the effectiveness and perceived outcomes of the program by intentionally linking intervention methods with models from engagement theory, transformative learning theory, and foundational peacebuilding practices. Consequently, a tailored instructional design emerged, supporting specific attributes for mothers dealing with complex PTSD to shift their mindsets and reduce their cognitive load. Furthermore, the program created a safe space for parents to develop and practice effective solutions alongside stakeholders through meaningful projects.
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