Submissions from 2024
Understanding trust in online course design, Jason K. McDonald and Stephen C. Yanchar
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
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
Submissions from 2022
Increase Student Engagement in Online Writing Environments, Jonathan Balzotti, Jason K. McDonald, Kevin Haws, Amy Allen Rogers, and Matthew J. Baker
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
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
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
Submissions from 2020
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
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
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
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
Submissions from 2018
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
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
Preparing the Next Generation of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter van Tryon, Jason K. McDonald, and Atsusi Hirumi
Submissions from 2017
How Five Newly Created Reports Using Analytics Informed and Surprised One Distance Learning Administrator, Scott L. Howell and Beihe Sunny Le
Empathy in Distance Learning Design Practice, Michael T. Matthews, Gregory S. Williams, Stephen C. Yanchar, and Jason K. McDonald
Submissions from 2016
Evolving Into Studio, Andrew S. Gibbons III
The Application of Layer Theory to Design: The Control Layer, Andrew S. Gibbons III and Matt Langton
Another Simple Yet Effective Best Practice for Increasing Enrollments at an Extended Campus, Scott L. Howell, Steven Christensen, and C. Giles Hall
Embracing the Danger: Accepting the Implications of Innovation, Jason K. McDonald
Submissions from 2015
Six Ways to Increase Enrollments at an Extended Campus, Steven Christensen, Scott L. Howell, and Jordan Christensen
Some Big Questions About Design in Educational Technology, Andrew S. Gibbons III
Exploring Intensive Longitudinal Measures of Student Engagement in Blended Learning, Charles R. Graham
What Can the Business World Teach Us About Strategic Planning?, Jonathan S. Spackman, Jennifer Jean Thorup, and Scott L. Howell
Submissions from 2014
A Process for the Critical Analysis of Instructional Theory, Jay A. Bostwick, Isaac W. Calvert, J. Francis, Melissa Hawkley, Curtis Henrie, Fred R. Hyatt, Janele Juncker, and Andrew S. Gibbons III
Design and development of a cross-cultural disposition inventory, Randall Davies, Holt Zaugg, and Isaku Tateishi
Design-driven Innovation as Seen in a Worldwide, Values-based Curriculum, Camey Andersen Hadlock and Jason K. McDonald
A Biblical poetics for filmmakers, Dennis Jay Packard, Preston Campbell, and Jason K. McDonald
Submissions from 2013
An Investigation of Practices and Tools That Enabled Technology-mediated Caring in an Online High School, Charles R. Graham
The Feasibility of Offering Videoconferencing Courses: Quality Issues and Lessons Learned, Jeff E. Hoyt, Scott L. Howell, Steven Linderman, and Mel Smith
Submissions from 2012
White Paper Model-Centered Analysis Process (MCAP): A Pre-Design Analysis Methodology, Andrew S. Gibbons, Jon S. Nelson, and Robert E. Richards
Everybody is their own Island: Teacher Disconnection in a Virtual School, Abigail Hawkins, Charles R. Graham, and Michael K. Barbour
Instructional Videoconferencing at BYU: An Interim Report, Jeff E. Hoyt and Scott L. Howell
Why Students Choose the Branch Campus of a Large University, Jeff Hoyt and Scott L. Howell
Submissions from 2011
Strictly Business: Teacher Perceptions of Interaction in Virtual Schooling, Charles R. Graham, Abigail Hawkins, and Michael K. Barbour
Beyond Customer Satisfaction: Reexamining Customer Loyalty to Evaluate Continuing Education Programs, Jeff E. Hoyt and Scott L. Howell
The Creative Spirit of Design, Jason K. McDonald
Free E-Books and Print Sales, David Wiley and John L. Hilton III
Participational Agency, Stephen C. Yanchar
Submissions from 2010
A Review of Trends in Distance Education Scholarship at Research Universities in North America, 1998-2007, Randall S. Davies, Scott L. Howell, and Jo Ann Petrie
Using Online Technologies to Extend a Classroom to Learners at a Distance, Charles R. Graham, John L. Hilton III, Peter Rich, and David Wiley
The Four R’s of Openness and ALMS Analysis: Frameworks for Open Educational Resources, John L. Hilton III, Aaron Johnson, Jared Stein, and David Wiley
A sustainable future for open textbooks? The Flat World Knowledge story, John L. Hilton III and David Wiley
Free: Why Authors are Giving Books Away on the Internet, John L. Hilton III and David Wiley
The Short-Term Influence of Free Digital Versions of Books on Print Sales, John L. Hilton III and David Wiley
The New (and Old) Ways Students Cheat: What You Can Do about It, Scott L. Howell
Enhancing Nontraditional Student Learning Outcomes in Higher Education, Jeff E. Hoyt, Scott L. Howell, Joel Touchet, Summer Young, and Steve Wygant
A Sustainable Model for OpenCourseWare Development, Justin Johansen and David Wiley
Resisting Technological Gravity: Using Guiding Principles for Instructional Design, Jason K. McDonald
Reliability of Pre-Service Physical Education Teachers' Coding of Teaching Videos Using Studiocode Analysis Software, Keven Prusak, Brigham Dye, Charles R. Graham, and Susan Graser
A Student's Guide to Strengthening an Online Learning Community, Richard E. West
Reflections From the First Year of a Successful AECT Conference Mentoring Program, Richard E. West, Raymond Pastore, Mengqiao Xu, and Cindy S. York
Openness as Catalyst for an Educational Reformation, David Wiley
Submissions from 2009
The Sloan-C Pillars and Boundary Objects as a Framework for Evaluating Blended Learning, Charles R. Graham, Mark Laumakis, and Chuck Dziuban
Patterns of User Activity in the Different Features of the Blackboard CMS across All Courses for an Academic Year at Brigham Young University, Michael E. Griffiths and Charles R. Graham
Openness, Dynamic Specialization, and the Disaggregated Future of Higher Education, John L. Hilton III and David Wiley
The Creation and Use of Open Educational Resources in Christian Higher Education, John L. Hilton III and David Wiley
The New (and Old) News about Cheating for Distance Educators, Scott L. Howell, Don Sorensen, and Holly Rose Tippets
Google Scholar and the Continuing Education Literature, Jared L. Howland, Scott L. Howell, Thomas C. Wright, and Cody Dickson
Impact Analysis of an Evening Program: Perceptions of Need, Time to Degree, and Degree Completion, Jeff E. Hoyt and Scott L. Howell
Ten Scalability Factors in Distance Education, R. Dwight Laws, Scott L. Howell, and Nathan K. Lindsay
Imaginative Instruction: What Master Storytellers Can Teach Instructional Designers, Jason K. McDonald