Instructional designer perspectives on the pursuit of quality in online course design
Instructional design, Online course quality, Higher education, Autonomy, Collaboration, Qualitative interviews
In this qualitative study we investigated the experiences of instructional designers as they sought to build quality into online courses. Through semi-structured inter- views, we explored what enabled and hindered their pursuit of quality, how they experienced their efforts in this regard, what mattered to them, and complexities that accompanied this pursuit. Our analysis of participant experiences suggested four themes: (1) connections between quality and designers’ ability to act autonomously; (2) connections between quality and collaborative, team-based relationships; (3) ambivalence due to tensions between autonomy and collaboration; and (4) ways of coping with limits on autonomy and collaboration. We conclude our report with implications for instructional design practice, suggesting that the pursuit of quality often requires creative work arounds and is informed by affective judgements that lie beyond the purview of traditional instructional design processes.
Original Publication Citation
McDonald, J. K., & Yanchar, S. C. (2023). Instructional designer perspectives on the pursuit of quality in online course design. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-023-09388-9
BYU ScholarsArchive Citation
McDonald, Jason K. and Yanchar, Stephen C., "Instructional designer perspectives on the pursuit of quality in online course design" (2023). Faculty Publications. 7065.
David O. McKay School of Education
Instructional Psychology and Technology
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