A Special
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            : An Integrative Literature Review of the Relationship between Instructional Designers and Faculty in the Design of Online Courses for Higher Education

Chen, Yuan; Carliner, Saul

doi:10.1002/piq.21339

Cited by 28 publications

(45 citation statements)

References 40 publications

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“…In the context of higher education, instructional design is inherently collaborative, often referred to in terms of being socially-constructed: as relationships or conversations (Campbell et al, 2005;Chen & Carliner, 2020;Drysdale, 2019;Dysktra, 2020), using a "common vocabulary…[or] language" (Chen & Carliner, 2020, p. 482). IDs bring value to the collaborative effort of course design and development, aiding faculty in the transformation of their teaching strategies to incorporate best practices in technology application, pedagogy, ethics, accessibility, and learner-centered design (Brigance, 2011;McDonald & Mayes, 2007).…”

Section: Functional Responsibilitiesmentioning

confidence: 99%

Instructional Designers in Higher Education: Roles, Challenges, and Supports

Pollard¹

2022

JAID

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Instructional designers (IDs) play a crucial role in higher education institutions' teaching and learning endeavors. This review of literature on IDs in higher education between 2000 and 2020 found that their roles, responsibilities, and challenges are well-described, but little is known about what supports them. As ID roles evolve in response to new challenges while helping faculty and institutions adapt to changes during and after the COVID-19 pandemic, there is a rapidly emerging need to focus on additional areas of research, such as faculty perspectives, what it means to be an ID, and how IDs are--or can be--supported. MethodsThe literature search was conducted in ERIC, Google Scholar, and a US university library-provided combined search tool that accessed EBSCO, DOAJ, JSTOR, and SpringerLink. The following terms were searched: instructional designers, instructional designer, higher education, college, university, IDs, educational technologists, course designers, learning design, learning designer. These were combined in various ways to cast a wide net. Results included peer-reviewed journal articles, book chapters, dissertations, white papers, and other sources that were collected and cataloged in a spreadsheet. The spreadsheet highlighted key information: author(s), year of publication, study context, publication type, publication name (if applicable), focus, main findings, type of research (qualitative/quantitative/mixed), methodology (when available), and data sources. Additional chain searching and collection was conducted as articles cited potentially relevant studies that had not appeared within search results. The following inclusion criteria were applied to the 76 sources collected:Literature that focused on the experiences and/or activities of IDs in their professional roles rather than on design outcomes, training students to be IDs, student learning, or technological implementations was included. Faculty perspectives on working with IDs, though rare, were included. Sources that specifically referred to a higher education context for at least half the study participants were included. Only peer-reviewed articles, peer-reviewed conference proceedings, peer-reviewed books, and dissertations were included; non-peerreviewed books and non-peer-reviewed articles were excluded. In addition to empirical research, literature reviews, conceptual, and position papers in peerreviewed journals were included.

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Section: Functional Responsibilitiesmentioning

confidence: 99%

Instructional Designers in Higher Education: Roles, Challenges, and Supports

Pollard¹

2022

JAID

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“…Three major roadblocks often hinder productive collaboration between IDT professionals and faculty, and consequently, impede effective implementation of technology: insufficient faculty buy-in, hesitancy to involve IDT professionals, and inadequate time and resources. 5,7,8 Administration plays a crucial role in eliminating these obstacles, and the following strategies are recommended: 4,[6][7][8][17][18][19] • Market IDT professionals to faculty. Circulate information about IDT professionals' expertise and include their advanced degree(s) and/or relevant educational credentials.…”

Section: Solicit Administrative Supportmentioning

confidence: 99%

“…Strategies that can enhance the success of such interdisciplinary collaborations include: establishing a shared vision, reducing the use of jargon, and providing prompts and allowing time for clarification. 18 In addition to these, we offer recommendations for each role specifically.…”

Section: Cultivate a Collegial Interdisciplinary Partnershipmentioning

confidence: 99%

“…Faculty should aim to foster a collaborative partnership that conveys respect for IDT as a professional field and create a space that encourages productive dialogue. 7,[17][18][19] • Engage IDT professionals in the design of students' learning experience. Communicate the holistic picture rather than rigid project specifications, so that they can apply their expertise and provide evidence-based suggestions.…”

Section: Cultivate a Collegial Interdisciplinary Partnershipmentioning

confidence: 99%

“…To address these potential challenges, IDT professionals should strategically engage in self-advocacy, proactively cultivating faculty's understanding of the IDT field without undermining faculty's expertise and autonomy. 7,17,18 • Engage in faculty development efforts to demonstrates not only technological knowledge, but also other areas of professional expertise. Teach alongside with faculty from prior collaborations who can speak to the process.…”

Section: Cultivate a Collegial Interdisciplinary Partnershipmentioning

confidence: 99%

See 2 more Smart Citations

Six ways to get a grip on leveraging the expertise of Instructional Design and Technology professionals

Chen

Kleinheksel

2021

Can. Med. Ed. J

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We underutilize the knowledge and skills of Instructional Design and Technology (IDT) professionals, despite the frequent challenges in implementing learning technologies in medical education. This is largely due to a lack of understanding among stakeholders regarding the expertise of IDT professionals and their role in technology implementation processes. We seek to improve technology implementation outcomes by explaining the IDT field’s foundational tenets of a systems perspective and disciplined approach, clarifying the role that IDT professionals can play in educational technology initiatives, and providing guidance on how to foster productive collaborations in pursuit of effective technology-enhanced learning.

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