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Examination of Systemic Factors That Impact Instructional Designers' Practices in Higher Education (Poster 3)
Fri, April 22, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), SIG Virtual Rooms, SIG-Instructional Technology Virtual Poster Session RoomAbstract
The purpose of this study was to examine the systemic factors that impact instructional designers’ practices in higher education. The primary research goal was to examine the relationships and tensions that exist between administration, instructional designers, faculty, and resources. Semi-structured interviews were conducted with 15 instructional designers to gain an understanding of their responsibilities, working in higher education. Activity theory served as the theoretical lens to explore the systemic relationships impacting instructional designers’ practices in higher education. The results of this study produced eight themes according to three metathemes: 1) relationships between instructional designers and faculty, 2) support from upper administration, and 3) technological infrastructure.