This developmental study explores the process and outcomes of creating an active learning classroom within a higher education setting. To support student success, institutions have increasingly redesigned their learning spaces to promote active learning. Early initiatives often aimed to facilitate collaborative learning and reduce reliance on…

Instructional design problems are one of the most complicated and ill-structured types of problems due to the dynamic nature of design problems and decision-making processes. Formulating instructional design solutions thereby requires teachers to possess adequate decision-making knowledge and skills and apply them to instructional design. This…

The purpose of this qualitative research study was to investigate how instructional designers perceive and experience conflict in their collaborative work with faculty across higher education settings. Prior research studies have captured instructional designers' perspectives on building and maintaining successful collaborations with faculty but…

The Purdue Repository for Online Teaching and Learning (PoRTAL) was developed as an Open Educational Resource (OER) for graduate students and faculty in higher education settings to enhance their online teaching skills and strategies. The PoRTAL team used a design-based research approach (DBR; Wang & Hannafin, "Educational Technology…

In the rapidly evolving landscape of higher education, we are witnessing an unprecedented surge in the use of Artificial Intelligence (AI). This rapid surge necessitates a thorough exploration of how faculty members, instructional designers, and researchers adopt AI, especially GenAI, using learning design practices. The present research study…

Microlearning provides a valuable and efficient strategy for delivering content to students. As online enrollments continue to increase, further research is needed to determine how students experience microlearning in an online learning format. In this qualitative study, a focus group was used to explore how learners experienced an online…

Although using specific guidelines to structure course participation in online courses can boost learner engagement, research suggests that learners' overreliance on these standards can lead to superficial participation. As a result, alternative methods for participation assessment, such as ungrading or self-assessment, are increasingly being…

We present a qualitative study of the tension between manipulative and cooperative approaches to instructional design. We found that our participants struggled to resist manipulative tendencies in their work contexts. More specifically, our findings suggest that our participants sought to design with their learners in mind to foster a more…

This study focused on student-content interactions and engagement in an online graduate course. Student descriptions of their experiences and learning processes in relation to digital course resources were examined to understand how and why resources were used. Fourteen students provided detailed explanations of their use and perceived value of…

Though it is well-accepted that Task-Technology Fit theory is a useful framework for examining university student success in online courses, the effectiveness of the theory has rarely been studied with graduate-level students or with a sample representing more than a few universities or programs. The current study investigated learners' perceived…

This article describes a needs analysis case study to inform the instructional design of a multinational capacity building project in humanitarian logistics. Survey responses from 106 foreign partner non-governmental organizations (NGOs) of international non-governmental organizations (INGOs) were collected to gain insights into organizations'…