Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Carol Watson

Abstract

Though the number of instructional design models has increased, the usefulness of an instructional design process (linear or iterative) when making design decisions for e-learning solutions remains uncertain. This basic qualitative study was used to explore the perspectives of corporate instructional designers who were mandated to move from a linear to an iterative instructional design process for developing e-learning. The research questions address their perspectives of the usefulness of an instructional design process when making design decisions for e-learning solutions. Data were collected using semistructured interviews with nine instructional designers. Data were analyzed inductively using in vivo and pattern coding to develop themes related to the conceptual framework of the technological pedagogical content knowledge model. The findings indicated the instructional designers use a linear instructional design process for making e-learning designs decision when time is allotted to conduct an analysis and get buy-in from stakeholders, when the opportunity to work independently exists, and when the content is known and less likely to change. Additionally, the instructional designers use an iterative instructional design process for making e-learning design decision when time is allotted for prototyping and getting buy-in from stakeholders as well as when the content is unknown and more likely to change, and they use this iterative process for approving e-learning design decisions about content, presentation, and technology when there are multiple decision-makers. Positive social change might occur if educational leaders and instructional designers leverage the findings to gain insight into the practical application of instructional design processes when designing e-learning solutions.

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