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F or decades now, researchers have been investigating the nature of process and product in the practice of instructional design (ID). There are various useful descriptions of good ID and prescriptions for how ID should proceed. Both researchers and practitioners have generated rubrics and heuristics designed to assess ID deliverables as well as the design process. Graduate programs in institutions of higher education designed to cultivate the design skills of students typically include courses in ID with students creating a series of deliverables while under expert supervision. What is not well understood is the set of cognitive and affective processes that unfolds over time as students develop as instructional designers. These meaning making processes that unfold in situ are important to investigate so that we can better understand which practices most effectively speak to the development of expertise in the field of ID.This study investigates the relationships of various factors and their impact on the development of novices toward ID expertise over a developmental period. Because there is not a robust pre-existing research foundation for the study of this developmental perspective on ID expertise, this research is based on a framework of three related bodies of literature, and the theoretical linkages between them. These three bodies of literature are: the general work on the nature of expertise, the general work on the development of expertise, and the nature of the process and practice of ID. In the following section, these three bodies of literature are briefly reviewed and linked to provide an explanatory framework for the present study.this research investigated expertise development among instructional designers by tracking novice designers' unfolding perceptions of instructional design (ID), designrelated self-perceptions, and other individual differences. It examined development toward ID expertise from multiple aspects: processes, product, and cognition, through a case study approach. evidence included qualitative data from interviews, design artifacts, and metacognitive essays, along with quantitative data from questionnaires which assessed goals, need for structure, need for cognition, previous design competence, and design self-efficacy. findings indicated that it was not one single characteristic, but the interaction of various factors, that most profoundly seem to influence the development of ID expertise. relevant characteristics included: perceptions about learning, knowledge and ID; individual needs and learning strategies; and background experiences and orientations. research in this field will help us to better understand the processes that lead to the development of ID expertise, and to develop better approaches to preparing future instructional designers.P e r f o r m a N c e I m P r o V e m e N t Q u a r t e r l y , 1 9 ( 4 ) P P . 6 -9 0

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This study explored Metacognition and how automated instructional support in the form of problem-solving and self-reflection prompts influenced students' capacity to solve complex problems in a Web-based learning environment. Specifically, we examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students' problem solving and writing within a Web-based instructional module. We found that students who received problem-solving prompts solved problems and wrote with more clarity than did students who did not receive problem solving prompts. Reflection prompts also positively influenced problem solving and writing, but only when students also received the problem solving prompts. This suggests that asking student to reflect on their work has a positive influence on students' problem solving, but only when they have clear understanding of what they are being asked to reflect on. Results are discussed relative to feedback and self-regulation theories.