Submissions from 2025
Encouraging Self-Regulation in an Online University Course for Preservice Teachers: An Intervention Study, Karen T. Arnesen, Charles R. Graham, Heather Leary, and Alison I. McMurry
Artificial intelligence in educational research and scholarship: Seven framings, Eamon Costello, Giselle Ferreira, Stefan Hrastinski, Jason K. McDonald, Ahmed Tlili, George Veletsianos, Victoria I. Marin, Henk Huijser, and Sharon Altena
An Updated Perspective on Learning, Andrew S. Gibbons III
Designing for Relational Ethics in Online and Blended Learning: Levinas, Buber, and Teaching Interfaith Ethics, Michael Hubbard Mackay, Jason K. McDonald, and Andrew C. Reed
Course designers at work: A critical case study of optimization in online course design, Jason K. McDonald
Instructional Designer Perspectives on the Pursuit of Quality in Online Course Design, Jason K. McDonald and Stephen C. Yanchar
Submissions from 2024
Examining the Self-Regulation Abilities of Students Enrolled in an Online Secondary Charter School, Karen T. Arnesen, Charles R. Graham, and Heather Leary
Speculative practicescapes of learning design and dreaming, Eamon Costello, Jason K. McDonald, F. Macgilchrist, P. Jandrić, H. Carbonel, S. Crighton, A. Buch, and M. A. Peters
Theory and Tools: The Future of Technology-Based Learning (script), Andrew S. Gibbons III
Theory and Tools: The Future of Technology-Based Learning (slides), Andrew S. Gibbons III
Parental Support Challenges for K-12 Student Online Engagement, Qi Guo, Charles R. Graham, Jered Borup, Bobbie Sandberg, and Richard E. West
Learning From Secondary Blended Teaching Practitioners: Selecting Activities and Connecting In-Person and Online Learning, Michelle Jensen, Charles R. Graham, and Cecil R. Short
Designing for Relational Ethics in Online and Blended Learning: Levinas, Buber, and Teaching Interfaith Ethics, Michael H. MacKay, Jason K. McDonald, and Andrew C. Reed
Using Theory as a Learning and Instructional Design Professional, Jason K. McDonald
A critique of calculation and optionalization applied to online/blended course design, Jason K. McDonald and Iolanda M. Costa
Understanding trust in online course design, Jason K. McDonald and Stephen C. Yanchar
Cassie Standage: Developing a workplace violence prevention training, Amy Rogers and Jason K. McDonald
Behind the Screen: Exploring Parental Roles in K-12 Online Education, Barbara T. Sandberg, Charles R. Graham, Jered Borup, Richard E. West, and Rocio Quiroga Velasquez
Academic Communities of Engagement: Exploring the Impact of Online and In‑Person Support Communities on the Academic Engagement of Online Learners, Kristian J. Spring, Charles R. Graham, Courtney N. Hanny, Sara Tuiloma, and Kamal Badar
The NACI way: Connecting native groups and teachers through culturally responsive instructional design, Stephanie West, Heather Francis, Cally Flox, Brenda Beyal, Emily Soderborg, and Jason K. McDonald
Submissions from 2023
Informal Practices of Localizing Open Educational Resources in Ghana, Emily Durham Bradshaw and Jason K. McDonald
What I Think I Learned, Andrew S. Gibbons III
ISD and Functional Design Layering, Andrew S. Gibbons and Jason K. McDonald
Perception of “This is Not a Game”: Definition and Measurement, Justin S. Giboney, Elizabeth M. Bonsignore, Jason K. McDonald, Derek L. Hansen, Lucia Mata, and Jonathan Balzotti
Institutional Support for Academic Engagement in Online and Blended Learning Environments: Exploring Affective, Behavioral, and Cognitive Dimensions, Charles R. Graham, Jered Borup, Sara Tuiloma, Adriana Martínez Arias, and Ross Larsen
Digital Learning Transformation in Higher Education: International Cases of University Efforts to Evaluate and Improve Blended Teaching Readiness, Charles R. Graham, Ganbat Danaa, Tserenchimed Purevsuren, Adriana Martínez, Cinthia Bittencourt Spricigo, Barbara Maria Camilotti, and Tserenkhand Batsukh
Barriers and Enablers to K-12 Blended Teaching, Courtney N. Hanny, Karen T. Arnesen, Qi Guo, Jordan Hansen, and Charles R. Graham
“Someone in Their Corner”: Parental Support in Online Secondary Education, Courtney N. Hanny, Charles R. Graham, Richard E. West, and Jered Borup
Coaching to Support Blended Teaching: A Phenomenological Study of the Coaching Experiences of Emerging K–12 Blended Teacher, Michelle Jensen and Charles R. Graham
The everydayness of instructional design and the pursuit of quality in online courses, Jason K. McDonald
The future of the field is not design, Jason K. McDonald
“Are These People Real?”: Designing and Playtesting an Alternative Reality, Educational Simulation, Jason K. McDonald, Jonathan Balzotti, Melissa Franklin, Jessica Haws, and Jamin Rowan
Learning Experience Design as an Orienting Guide for Practice: Insights From Designing for Expertise, Jason K. McDonald and Tyler J. Westerberg
Instructional designer perspectives on the pursuit of quality in online course design, Jason K. McDonald and Stephen C. Yanchar
An Exploration of Institutional and Personal Barriers to Online Academic Engagement at a Brazilian University, Cinthia Bittencourt Spricigo, Bárbara Maria Camilotti, Charles R. Graham, and Ruth Baptista
Understanding the Role of Online Teaching Assistants in Student Engagement, Sara H. Tuiloma and Charles R. Graham
Submissions from 2022
Increase Student Engagement in Online Writing Environments, Jonathan Balzotti, Jason K. McDonald, Kevin Haws, Amy Allen Rogers, and Matthew J. Baker
Incremental Improvements: Examining Instructional Changes and Rationales of K-12 Online Teachers Using the PICRAT and 4E Frameworks, Jered Borup, Rocio Quiroga Velasquez, Charles R. Graham, Leanna Archambault, and Royce Kimmons
Foundations of Online Learning: Challenges and Opportunities, Christine Greenhow, Charles R. Graham, and Matthew J. Koehler
Same Purpose, New Approach: A Case Study of the North Dakota Bismarck Mission using Social Media during COVID-19, Scott L. Howell
Student Retention and Persistence in University Certificate-First Programs, Troy Martin and Randall Davies
A Framework for Phronetic LDT Theory, Jason K. McDonald
Preparing instructional design students for reflective practice, Jason K. McDonald
Considering What Faculty Value When Working with Instructional Designers and Instructional Design Teams, Jason K. McDonald, Salma Elsayed-Ali, Kayla Bowman, and Amy Allen Rogers
“This uncertain space of teaching”: How design studio instructors depict design critiques along with themselves when giving critiques, Jason K. McDonald and Esther Michela
Expecting the unexpected: A collaborative autoethnography of instructors ’ experiences teaching advanced instructional design, Jason K. McDonald, Jill Stefaniak, and Peter J. Rich
Introduction to the special issue on ethnographic experiences in learning design, Jill Stefaniak and Jason K. McDonald
Providing Institutional Support for Academic Engagement in Online and Blended Learning Programs, Sara Tuiloma, Charles R. Graham, Adriana María Martinez Arias, and Diana Maria Parra Caicedo
Introducing Undergraduates to Instructional Design in a Graduate Studio: An Experiential, Model-Centered Approach, Rebecca Stull Zundell, William Sowards, Scott L. Howell, and Jason K. McDonald
Submissions from 2021
Validating a Blended Teaching Readiness Instrument for Primary/Secondary Preservice Teachers, Douglas E. Archibald, Charles R. Graham, and Ross Larsen
Implementation and instructional design, Brittany Eichler and Jason K. McDonald
Increasing Cybersecurity Career Interest through Playable Case Studies, Justin S. Giboney, Jason K. McDonald, Jonathan Balzotti, Derek L. Hansen, Desiree Winters, and Elizabeth Bonsignore
Instructional design as a way of acting in relationship with learners, Jason K. McDonald
The design of holistic learning environments, Jason K. McDonald
The Skinnerian Teaching Machine (1953–1968), Jason K. McDonald
Objectivation in design team conversation, Jason K. McDonald, Kayla Bowman, and Salma Elsayed-Ali
Understanding Distinctions of Worth in the Practices of Instructional Design Teams, Jason K. McDonald, Brenton D. Jackson, and McKayla B. Hunter
“I Can Do Things Because I Feel Valuable”: Authentic Project Experiences and How They Matter to Instructional Design Students, Jason K. McDonald and Amy A. Rogers
Design for learning: Principles, processes, and praxis, Jason K. McDonald and Richard Edward West
Balancing competing goods: Design challenges associated with complex learning, Aatish Neupane, Kira Gedris, Jason K. McDonald, Derek L. Hansen, and Jonathan Balzotti
Preparing Teachers to Teach in K-12 Blended Environments: A Systematic Mapping Review of Research Trends, Impact, and Themes, Cecil R. Short, Charles R. Graham, Theresa Holmes, Laura Oviatt, and Hannah Bateman
K-12 Blended Teaching Skills and Abilities: An Analysis of Blended Teaching Artifacts, Cecil R. Short, Charles R. Graham, and Emily Sabey
Submissions from 2020
Academic Communities of Engagement: An Expansive Lens for Examining Support Structures in Blended and Online Learning, Jered Borup, Charles R. Graham, Richard E. West, Leanna Archambault, and Kristian J. Spring
Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis, Jered Borup, Michelle Jensen, Leanna Archambault, Cecil R. Short, and Charles R. Graham
The Invisible Message, Andrew S. Gibbons III and Elizabeth Boling
A Design Case of an Enterprise-Wide Learning Management System, Michael C. Johnson, Larry L. Seawright, and Jason K. McDonald
The PICRAT Model for Technology Integration in Teacher Preparation, Royce Kimmons, Charles R. Graham, and Richard E. West
Design Considerations for Bridging the Gap Between Instructional Design Pedagogy and Practice, Jason K. McDonald
This is my vision’: How students depict critiques along with themselves during critiques, Jason K. McDonald and Esther Michela
Instructional Design for Learner Creativity, Jason K. McDonald, Richard Edward West, Peter J. Rich, and Brad Hokanson
Towards a view of originary theory in instructional design, Jason K. McDonald and Stephen C. Yanchar
Relationships, Feedback, and Student Growth In the Design Studio: A Case Study, Esther Michela and Jason K. McDonald
The playable case study: An online simulation for skill and attitudinal learning, Desiree Marie Winters, Jason K. McDonald, Derek L. Hansen, Tanner W. Johnson, Jonathan Balzotti, Elizabeth Bonsignore, and Justin S. Giboney
Submissions from 2019
Experiences with Personalized Learning in a Blended Teaching Course for Preservice Teachers, Karen T. Arnesen, Charles R. Graham, Cecil R. Short, and Douglas Archibald
Teaching Plan-Do-Study-Act (PDSA) in a Supply Chain Context: A Paper Football In-Class Activity, Rebekah Inez Brau, John W. Gardner, G. Scott Webb, and Jason K. McDonald
Teacher Recruitment: Factors That Predict High School Students’ Willingness to Become Teachers, Steve Christensen, Randall Davies, Scott Harris, Joseph Hanks, and Byran Bowles
K–12 Blended Teaching Readiness: Model and Instrument Development, Charles R. Graham, Jered Borup, Emily Pulham, and Ross Larsen
Learner Engagement in Blended Learning Environments: A Conceptual Framework, Lisa R. Halverson and Charles R. Graham
Driving, Sustaining and Scaling Up Blended Learning Practices in Higher Education Institutions: A Proposed Framework, Cher Ping Lim, Tianchong Wang, and Charles R. Graham
Designing for informal learning: The case of a mobile eReader, Jason K. McDonald
The design critique and the moral goods of studio pedagogy, Jason K. McDonald and Esther Michela
The Perceived Value of Informal, Peer Critique in the Instructional Design Studio, Jason K. McDonald, Peter J. Rich, and Nicholas B. Gubler
“It’s So Wonderful Having Different Majors Working Together”: the Development of an Interdisciplinary Design Thinking Minor, Jason K. McDonald, Richard E. West, Peter J. Rich, and Phillip Isaac Pfleger
Online Teaching Competencies in Observational Rubrics: What are Institutions Evaluating?, Jonathan E. Thomas and Charles R. Graham
Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses, Chad Turley and Charles R. Graham
Submissions from 2018
The Design, Development, and Implementation of Student-Facing Learning Analytics Dashboards, Robert Bodily, Tarah K. Ikahihfo, Benjamin Mackley, and Charles R. Graham
Blended Learning: The New Normal and Emerging Technologies, Charles Dziuban, Charles R. Graham, Patsy D. Moskal, Anders Norberg, and Nicole Sicilia
Unfinished Business: The Missing Skills, Andrew S. Gibbons III
Conversational Forms of Instruction and Message Layer Design, Andrew S. Gibbons III and Elizabeth Boling
Reconsidering Design and Evaluation, Andrew S. Gibbons III and David D. Williams
Exploring the Potential of LMS Log Data as a Proxy Measure of Student Engagement, Curtis R. Henrie, Robert Bodily, Ross Larsen, and Charles R. Graham
Using the National Student Data Clearinghouse to Learn More About the Educational Journey of Students, Parker S. Howell and Scott L. Howell
Comparison of Workload for University Core Courses Taught in Regular Semester and Time-Compressed Term Formats, Lyndell Lutes and Randall Davies
The instructional design studio as an example of model-centered instruction, Jason K. McDonald
Online Student Use of a Proximate Community of Engagement in an Independent Study Program, Darin R. Oviatt, Charles R. Graham, Randall S. Davies, and Jered Borup
Comparing K-12 Online and Blended Teaching Competencies: A Literature Review, Emily Pulham and Charles R. Graham
Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching, Emily Pulham, Charles R. Graham, and Cecil R. Short
Preparing the Next Generation of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter van Tryon, Jason K. McDonald, and Atsusi Hirumi
Current Practices of Online Instructor Evaluation in Higher Education, Jonathan E. Thomas, Charles R. Graham, and Anthony A. Piña
Submissions from 2017
Online Learner Engagement: Opportunities and Challenges with Using Data Analytics, Robert Bodily, Charles R. Graham, and Michael D. Bush