Graduation Year

2022

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Michael Berson, Ph.D.

Committee Member

Vonzell Agosto, Ph.D.

Committee Member

Sangoon Park, Ph.D.

Committee Member

Edward Kissi, Ph.D.

Keywords

Holocaust Education, Instructional Design, Online Learning

Abstract

This dissertation examines the process of the analysis, design, development, implementation, and evaluation of an online secondary Holocaust education course. Employing self-study methodology, it critically examines the decision-making of the researcher as they engage in the tasks of each phase of the ADDIE model of instructional. Special attention has been paid to the intersection of prevailing pedagogical and curricular recommendations from scholars in the fields of both Holocaust education and instructional design, a practice that has not received adequate scholarly attention. Drawing upon both bodies of literature, the researcher stresses the use of pedagogical practices which are put forward as appropriate for both fields alike. Through the compilation and application of several industry tools, coupled with their own ongoing critical reflections, the researcher’s analysis of all stages of the study highlights the critical need for additional teacher and pre-service teacher training in the technological aspects of online instruction, the pedagogical practices of instructional design, and the content knowledge of Holocaust education necessary to ensure the production of high-quality online secondary Holocaust courses. In response to these findings, the researcher proposes new and innovative pedagogical practices for Holocaust education and online instructional approaches and implications for further research are explored.

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