Abstract
For decades, researchers in our field have explored what it means to possess instructional design expertise. This systematic review provides a current synthesis of research related to cultivating expertise in instructional design coursework. A search on instructional design pedagogy and the development of expertise yielded 34 peer-reviewed articles that met the inclusion criteria for this study. The findings suggest that more research is needed on instructional strategies to strengthen instructional design students’ procedural, conditional, and conceptual knowledge domains. This study resulted in three recommendations to support the cultivation of expertise in instructional design courses.
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Appendices
Appendix A
Overview of Studies Comparing Expert and Novice Instructional Design Performance.
Authors | Journal | Purpose of study | Participants (n) | Methodology | Data sources |
---|---|---|---|---|---|
Ertmer et al. (2009a) | Performance Improvement Quarterly | Interview, think-aloud protocol, Survey | 32 | Quantitative | Case analysis report |
Hoard et al. (2019) | Educational Technology Research and Development | Comparison of instructional design experts’ and novices’ multimedia decision-making processes | 33 | Mixed methods | Survey, verbal content from the design aloud protocol, follow-up interview |
Kavakli and Gero (2002) | Design Studies | Comparison of instructional design experts’ and novices’ use of current cognitive actions (i.e., external representations and sketches) | 2 | Qualitative | Content-oriented retrospective protocol analysis |
Perez and Emery (1995) | Performance Improvement Quarterly | Comparison of instructional design experts’ and novices’ approaches to designing a computer simulation | 9 | Mixed methods | Interview, verbal protocol analysis, design tree |
Perez et al. (1995) | Instructional Science | Comparison of instructional design experts' and novices' cognitive models in formulating a design solution | 9 | Mixed methods | Think-aloud verbal protocol analysis |
Sentz et al. (2019) | Educational Technology Research and Development | Comparison of instructional design experts’ and novices' management of cognitive load in a standardized instructional scenario | 30 | Mixed methods | Interview, think-aloud protocol, Survey |
Toker and Moseley (2013) | Performance Improvement Quarterly | Comparison of instructional design experts’ and novices’ use of mental models during instructional design activities | 242 | Quantitative | Survey, Delphi technique |
Appendix B
Overview of Studies Included in Review Focused on Teaching Instructional Design.
Authors | Journal | Purpose of study | Foci | Course(s) | Level | Participants (n) | Methodology | Data sources |
---|---|---|---|---|---|---|---|---|
Akipinar (2007) | Performance Improvement | Explored the effects of reflection and learning style on instructional design students’ abilities to design learning objects in an LMS | Reflection | Distance learning | G | 22 | Mixed methods | Reflections Survey |
Baaki and Luo (2017) | TechTrends | Discuss how instructors can design a reflective and collaborative learning environment using external representations | External representations | Distance learning | G | 8 | Mixed methods | Concept maps Class assignments Interviews |
Baaki and Luo (2019) | International Journal of Technology and Design Education | Explore how students reacted to and reflected on their external representations in design projects | External representations | Distance learning and performance improvement | G | 22 | Mixed methods | Survey Class assignments |
Brescia et al. (2009) | International Journal for the Scholarship of Teaching and Learning | Focused on critical incidents that occurred while instructional design students were engaged in a service-learning project | Problem-based learning | Not specified | G | 5 | Mixed methods | Survey Interviews (Delphi) |
Brill (2016) | Educational Technology Research and Development | Explore the use of peer review in an instructional design course | Peer review strategies | Introduction to instructional design | G | 30 | Mixed methods | Survey Artifact Observations |
Cates (1994) | Journal of Educational Computing Research | Estimating time allocation on design tasks by novice instructional designers | Time on task | Not specified | G | 5 | Qualitative | Journal logging hours and tasks |
Chen et al. (2012) | International Journal of Instructional Media | Exploration of formative evaluation training of novice instructional designers | Formative evaluation | Multimedia design | G/U | 35 | Quantitative | Survey |
Demiral-Uzan (2015) | Performance Improvement Quarterly | Examination of the extent that instructional design students exercise design judgment | Decision-making | Not specified | G | 3 | Qualitative | Interviews |
Ge et al. (2005) | Journal of Educational Computing Research | Use of question prompts to support novice instructional designers’ problem-solving processes | Problem-solving | Not specified | G | 8 | Mixed methods | Think alouds Class assignments |
Hardré and Kollmann (2013) | Journal of Learning Design | Examine learners’ perceptions and background to understand how they contribute to students' competence development in the field of instructional design | Learner perceptions | Introduction to instructional design and advanced instructional design | G | 17 | Mixed methods | Observations Surveys Assignments Interviews |
Hartt and Rossett (2000) | Performance Improvement | Examine the extent that instructional design students actually help their clients in a project-based course | Problem-based learning | Advanced instructional design | G | 15 | Qualitative | Interviews |
Hutchinson and Tracey (2015) | Instructional Science | Exploration of how students used reflection to reconstruct experiences relating to the emergence of design ideas | Reflection | Introduction to instructional design | G | 69 | Qualitative | Journals |
Julian et al. (2000) | Performance Improvement Quarterly | The use of a web-based case competition to expand professional knowledge in instructional design | Problem-based learning | Not specified | G | 17 | Mixed methods | Interviews Observations |
Kerr (1983) | British Journal of Educational Technology | Exploration of how novice instructional designers approach their tasks | Problem-solving | Introduction to instructional design | G | 26 | Qualitative | Case study |
Lowell and Ashby (2018) | Journal of Computing in Higher Education | The role of peer feedback on instructional designers’ professional growth | Peer review strategies | Distance learning | G | 90 | Mixed methods | Surveys Interviews |
Luo and Baaki (2019) | TechTrends | Explore the use of concept mapping to assist students with addressing complex issues in instructional design | External representations | Distance learning and Performance Improvement | G | 24 | Mixed methods | Class assignments Interviews |
McDonald et al. (2019) | TechTrends | Examine how instructional design students perceive the informal peer critique as an influence in their studio education | Peer review strategies | Introduction to instructional design and advanced instructional design | G/U | 26 | Quantitative | Survey |
Paulus et al. (2006) | Educational Technology Research and Development | Examine a team scenario to teach teamwork to instructional design students | Team design | Introduction to instructional design | G | 27 | Qualitative | Case study |
Tracey and Hutchinson (2013) | Educational Technology | Examining the use of how instructional design students use reflection to build their designer identity | Reflection | Introduction to instructional design | G | 40 | Qualitative | Student reflections |
Tracey and Hutchinson (2018) | Thinking Skills and Creativity | Examine how instructional design students characterized their experiences with uncertainty | Reflection | Introduction to instructional design | G | 50 | Qualitative | Student reflections |
Tracey et al. (2014) | Educational Technology Research and Development | Examination of the development of professional identity through the use of reflective activities | Reflection | Introduction to instructional design | G | 17 | Qualitative | Student reflections |
Ugur-Erdogmus and Cagiltay (2019) | Innovations in Education and Teaching International | Exploration of the design and development of an electronic performance support system to support novice instructional designers | Classroom communication | Introduction to instructional design and Multimedia design | U | 23 | Qualitative | Interviews Assignments |
Verstegen et al. (2008) | Journal of Interactive Learning Research | Exploration of design methodologies used by novice instructional designers to solve complex problems | Problem-solving | Not specified | Not specified | 18 | Mixed methods | Observations Assignments |
Vu and Fadde (2013) | Journal of Interactive Online Learning | Exploration of students’ choices of verbal and text interactions in a synchronous online learning environment | Classroom communication | Multimedia design | G | 29 | Mixed methods | Class recordings Interviews |
Yilmaz and Cagiltay (2016) | Contemporary Educational Technology | Exploration of strategies employed by instructional design students to address multimedia issues during design work | Problem-solving | Multimedia design | U | 23 | Qualitative | Case study |
Zhu et al. (2020) | Contemporary Educational Technology | Exploration of how public health students new to instructional design use design judgments in an authentic instructional project | Decision-making | Multimedia design | G | 37 | Qualitative | Case study |
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Stefaniak, J.E., Hwang, H. A systematic review of how expertise is cultivated in instructional design coursework. Education Tech Research Dev 69, 3331–3366 (2021). https://doi.org/10.1007/s11423-021-10064-x
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DOI: https://doi.org/10.1007/s11423-021-10064-x