Date of Conferral

12-5-2025

Date of Award

December 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Darci Harland

Abstract

The problem addressed through this study is that the rapid evolution of generative artificial intelligence (AI) tools has created challenges for online higher education instructional designers, who must evolve pedagogically and continually evaluate and refine the balance between the use of generative AI tools and human development. The purpose of this basic qualitative study was to explore the perceptions of online higher education instructional designers on what challenges and successes they are experiencing in integrating rapidly evolving generative AI tools in course design and development, and how these experiences have shaped their current perceptions about teaching and learning. Guided by Mishra and Koehler’s technological pedagogical content knowledge framework, semistructured interviews with 10 geographically dispersed instructional designers were conducted and the data analyzed using Braun and Clarke’s reflexive thematic analysis approach. Overall, functional limitations and negative perceptions posed challenges for participants and sparked complex philosophical questions pertaining to education, but successes were found when generative AI tools helped participants in their processes and beyond. Perceptions about teaching and learning are shifting with calls for best practices, adaptable policies, and a balance between human expertise and generative AI tool use. This study contributes to positive social change in that the information gathered can be used to develop guidance and best practices for instructional designers to use generative AI tools in a meaningful, ethical, and responsible way. Evidence-based guidance would be advantageous to the instructional design community and could lead to improved course development, thereby being valuable to faculty and, in turn, might improve students’ learning, satisfaction, and outcomes.

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