A Role Analysis Intervention to Minimize Role Ambiguity and Promote Role Clarification in Instructional Design Teams

• In Event: 77.057 - MTCC Roundtable Session 35
  In Roundtable Session: 77.057-8 - Students' Interactions in Online Teaching and Learning

Abstract

A mixed methods study was designed to decrease role ambiguity and clarify individual roles of members of instructional design teams involved in online course development. Based on the empirical evidence collected and a review of the literature, a role analysis intervention was implemented in three instructional design teams at a large private research university. While the pilot version of this intervention did not elicit a statistically significant decrease in role ambiguity, qualitative data revealed themes relevant to participants’ perceptions of the value of the role analysis intervention, including: collaboration between faculty and staff, clarification of roles, sharing of different perspectives, and opportunity for self-reflection. While limited in scope, this study revealed meaningful results that can be applied to online education.

Authors

• Veena Radhakrishnan, Johns Hopkins Carey Business School

• Peter Rennert-Ariev, Johns Hopkins University School of Business