Graduation Year


Document Type




Degree Name

Doctor of Education (Ed.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Sanghoon Park, Ph.D.

Committee Member

Elizabeth Shaunessy-Dedrick, Ph.D.

Committee Member

Sarah Kiefer, Ph.D.

Committee Member

Stephen Thornton, Ph.D.


collaborative course design, course development, online learning, evaluation


The primary purpose of this study was to evaluate a collaborative online course development program, Digital Learning Collaborative, utilizing the first three levels of Kirkpatrick’s training evaluation model. Although there is a growing body of research that supports collaborative models of online course design, there are few studies that evaluate these models and even fewer that consider the potential learning transfer to other teaching contexts.With faculty being increasingly asked to teach in varying and dual modalities, it is necessary to evaluate online course development programs to understand how the skills and practices obtained within them can transfer to other courses and/or teaching practices. In this study, the first three levels of Kirkpatrick’s training evaluation model were conducted to understand how faculty perceive the program, what they learn as a result of the program, and how they transfer their learning to other teaching contexts. Evaluation data were collected from fifteen faculty participants in order to draw conclusions regarding their perceptions, learning, and transfer. Three data collection methods were used including questionnaires, semi-structured interviews, and ready-made design activity assessments. Data analysis revealed that faculty participants had overall positive perceptions of the program, learned new learning design and online best practices and principles while participating in the program, and were able to transfer their learning to other courses they were designing and teaching, regardless of modality. Based on these findings, recommendations were made to assist higher education leaders, faculty, and learning design staff on the far-reaching benefits and practical implications of collaborative course development programs and the critical importance of their design in facilitating learning transfer.