An Investigation of Instructional Designers' Decision Making in Higher Education

• In Event: 16.046 - Designers' Decision Making and Challenges, Design Thinking, Participatory Culture, and Critical Pedagogy

Abstract

The purpose was to explore the theory-practice gap in instructional design decision-making within the context of higher education and determine what can be learned from other design disciplines that inform the development and refinement of instructional design theories and models. A qualitative approach was used to collect and analyze data from a questionnaire and follow-up phenomenological interviews. Content analysis and interpretative phenomenological analysis were used to analyze the data. Findings indicate ID’s view their roles differently depending on their position within the design process. Furthermore, concepts of design decision-making used in architectural design can be applied to how instructional designers practice. Suggestions for future research on connecting existing instructional design theories and models to current practices are presented.

Authors

• Bruce Sowers, Ball State University

• Martha Marie Snyder, Nova Southeastern University