Instructional Designer Awareness of Evidence-Based Practices: An International Comparative Study

• In Event: Instructional Technology SIG Poster Session 2: Instructional Technology in Higher Education and Corporate Settings

Abstract

Instructional designers have emerged as vital contributors to teaching and learning across modalities in higher education. However, there is a lack of research exploring the pedagogical knowledge of instructional designers compared to instructors and administrators. This paper analyzes data from an international survey (N=929) of full-time instructors (n=305), part-time instructors (n=122), instructional designers (n=239), and administrators (n=172) in higher education to measure awareness of evidence-based practices derived from the learning sciences and Mind, Brain, and Education (MBE) science literature. Findings revealed instructional designers had higher awareness levels of evidence-based practices compared to both instructors and administrators. Furthermore, neuroscience, psychology, and MBE-themed professional development were found to be predictors of higher awareness of evidence-based practices among instructional designers. Implications are discussed.

Authors

• Brian Delaney, Auburn University

• Kristen Betts, Drexel University

• Tamara Galoyan, Drexel University