Relevance of Instructional Design Modeling Support in Online Instruction: Faculty or AI?

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Contemporary Issues in Online Instruction and Student Learning

Abstract

This study examines graduate students' perceptions of the relevance of instructional design modeling (IDM) support received from faculty compared to AI tools in an asynchronous master instructional design course while developing instructional design models. Using a paired-samples t test, results show that students rated faculty IDM support as significantly more relevant than AI-generated support. These findings highlight the enduring importance of human mentorship in instructional design while also pointing to the need for more pedagogically grounded AI integration. Implications are also discussed for course designers seeking to optimize support structures in instructional modeling environments.

Authors

• Yingying Liu, Towson University

• Cherng-Jyh Yen, Old Dominion University

• Chih-Hsiung Tu, Northern Arizona University

• Hoda Harati, Towson University

• Mahnaz Moallem, Towson University

• Patricia J. Peterson, Northern Arizona University