Instructional designers' experience in online course migration for virtual school K-12 students: an interpretative phenomenological case study
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This interpretative phenomenological case study examined emerging phenomenon of online course migration across different LMSs for virtual high school K-12 students. Rapid growth of K-12 e-learning demands a powerful Learning Management System (LMS) for online course delivery. When legacy online courses were moved from early generation LMSs to more advanced LMSs, online course migration processes were needed to be understood by stakeholders (e.g. LMS vendors, school administrators, instructional designers, instructors, and students). In this study, 175 self-paced online courses and 31 semester-based online courses were migrated from two previous LMSs into Canvas LMS. A wide range of data were collected and analyzed to identify instructional designers’ experience in this online course migration process. Key findings of this study identified online course migration processes in five categories: project planning and management, course migration exploration, course migration enactment, course migration evaluation, and project reflection. Further, the differences and similarities between self-paced and semester-based online course migrations were identified focusing on course migration procedures and the Canvas LMS feature. The findings of this study will be helpful for relevant stakeholders to understand on how instructional designers migrated online courses from different LMSs to Canvas, and what supports need to be provided for online course migration practice. In addition, results from this study will be helpful to other virtual high schools that are migrating online courses and seeking examples of how instructional designers apply tools, skills, and strategies to online course migration for K-12 e-learning.