Even though an instructional designer may not have formal authority or direct reports, to be successful, they need leadership skills. Although the literature calls for instructional designers to possess several critical leadership skills, it does not consistently present the same important skills and often defines them very broadly. Further,…

If the challenges of teaching and learning do not amount to simple empirical questions about effective pedagogical strategies but are instead complex "wicked problems" that may be impossible to solve, where does that leave the practice of backward design? Drawing on the intellectual history of instructional design, I argue that the use…

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…

This study advances the emerging research on shared metacognition through the lens of the community of inquiry framework. It seeks components and utterances of the community of inquiry and shared metacognition in online collaborative learning environments to bring an instructional design model to the fore. A three-cycle design-based research…

This article explores the epistemological trade-offs that practical and technology design fields make by exploring past philosophical discussions of design, practitioner research, and pragmatism. It argues that as technologists apply Artificial Intelligence (AI) and machine learning (ML) to more domains, the technology brings this same set of…

Effective learning design (LD) grounded in sound pedagogy is a critical driver of student success. Therefore, it is important to explore how LD of online learning environments influences student ability to manage their own learning. This understanding can inform the development of online programs that prioritize student-driven learning. Research…

Online and blended learning (OBL) overemphasize the process of creating artifacts, producing strategies, or otherwise utilizing a "making" orientation in education. As an alternative to this making-orientation, we offer a model for relational course design founded in the philosophies of Emmanuel Levinas and Martin Buber. We examine an…

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…

Collective Intelligence (CI) is important for groups that seek to address shared problems. CI in human groups can be mediated by educational technologies. The current paper presents a framework to support design thinking in relation to CI educational technologies. Our framework is grounded in an organismic-contextualist developmental perspective…

While faculty are subject matter experts in their fields of research, they are often lacking the pedagogical training to support student academic success. Additionally, career readiness skills are increasingly a focus in higher education through the intentional inclusion of soft skills or "21st-century skills" in the classroom.…

While learning modules are not new to academic librarianship, student-centered, asynchronous learning modules are an innovative approach not commonly considered within the academic librarianship literature. This article discusses the development and implementation of visual literacy asynchronous learning modules created by two librarians for a…

This study examined the integration of Ottorino Respighi's art songs into vocal music teaching at Ningbo University through the development, implementation, and evaluation of a vocal techniques manual for undergraduate students. Conducted in four phases, it first analyzed Respighi's art songs and then assessed how teachers and students understood…

In this study, Q methodology was employed to explore instructional designers' perceptions of integrating ChatGPT in their design practices. Compared with traditional survey-based instruments that rely heavily on Likert-scale items, open-ended questions, interviews, or focus groups, Q methodology has the potential to systematically reveal and study…

Design-based research is a methodological approach that has been applied in the field of educational technology since the beginning of this century. The main aim of this article was to explore its use in the field of educational research, specifically in the context of higher education during the 5-year period from 2019 to 2023, coinciding with…

This scoping review examines the impact of blended learning, especially the dichotomy of synchronous and asynchronous, on equity in higher education. Employing the Arksey and O'Malley (2005) framework, the literature is systematically reviewed to understand how these educational paradigms can facilitate or hinder equitable learning experiences,…