Systematic Review: Bridging the Gap With Critical Reflection in Instructional Design and Faculty Collaboration

• In Event: Exploring the Continuum of Reflection: From College to the Field

Abstract

This systematic review identifies gaps in research and practice related to higher education instructional designers (ID) and reflection, with no articles located connecting critical reflection and instructional design. As co-constructors of courses, IDs and faculty members’ consistent engagement, or lack thereof, in critical reflection can significantly impact the educational possibilities of the learning environments they create. Collaborative, critically reflective practices can transform student learning experiences and foster a more just society. Currently, however, there is a dearth of research, namely the absence of a cohesive approach to integrating critical reflection into ID practices. This review calls for further research to develop frameworks bridging this gap so that IDs can engage in critical reflection when collaborating with faculty.

Authors

• Jennifer Miyake-Trapp, Pepperdine University

• Sohee Linda Lee, Pepperdine University

• Elias Saade, Pepperdine University