On-line course instructional design from the professors' pedagogic knowledge and technological abilities

The educational design of seven on-line courses was analyzed whith the aim to relate the professors' pedagogic knowledge and technological abilities with the course design. The courses already imparted where analyzed in the LMS where they were designed (Virtual U, Moodle and Virtual UABC). Assesment where carry out with instruments to evaluate the quality of the designs and semi structured interviews and questionnaires to determine the professors' knowledge and perceived abilities where used. The professors were selected looking to cover all the possible combinations among high (T) and low(t) technological abilities and high (P) and low (p) pedagogic knowledge. Seven courses were selected; two with professors who had high technological abilities and high pedagogical knowledge (TP); two with professors with high technological abilities and low pedagogical knowledge (Tp); two with professors with low technological abilities and high pedagogical knowledge (tP); and finally one with low technological abilities and low pedagogical knowledge (tp). The analysis show no relationship between the coherence and structure of the course design with the professors' technological abilities and pedagogical knowledge. Analysis of the interviews suggest that the most important element for a coherent and well structured educational course design is the professor's interpersonal relationships and the informal fellowship communications with experience in on-line education.