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Full text release has been delayed at the author's request until December 15, 2027

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Instruction as Translation: Examining the Decision-Making Processes of the High-Performing Instructional Designer

Hickey, Sean
http://orcid.org/0000-0001-6993-2410
http://rave.ohiolink.edu/etdc/view?acc_num=osu1732286336103593

Abstract Details

2024, Doctor of Philosophy, Ohio State University, Educational Studies.
As technologies emerge and create new job roles requiring new expertise, workplace learning and the role of instructional designer have become increasingly important. This study seeks to better understand the work of high-performing instructional designers and the ways in which they successfully create training materials to meet specific educational or performance objectives, specifically examining how instructional designers are trained for their work, how they interpret theories related to learning, to what extent those theories are consciously applied in the development of learning experiences, and how designers evaluate and engage with emerging technologies. Following an interview-based qualitative research methodology, the study combined a “think-aloud” strategy with stimulated recall, asking interviewees to share their reasoning for various design decisions while exploring an instructional artifact, something the participants had previously designed, such as a training website, an e-learning module, or an online course. In discussing their thinking and the motivations behind the various design choices, the 12 research participants—high-performing or expert-level instructional designers—illustrated how many of the “best practices” employed by instructional designers are supported by educational research, even when the designers themselves are unaware of the evidence supporting their use. These participants also shared how they approach professional development, highlighting the wide array of venues and sources for professional development, from podcasts and learner-directed study to conference presentations and practitioner-focused publications. Designers also shared how they evaluate emerging educational technologies, such as generative artificial intelligence, and how they determine whether such technologies might be useful for either the creation or delivery of educational experiences and training materials. The analysis of the discussion showed a spectrum of technology engagement, ranging from cautious investigation to robust implementation throughout all aspects of instructional design work. The results of this study not only provide insights into the work of high-performing instructional designers but also informs how instructional design training programs might be improved, ensuring higher-quality instructional outcomes for learners across multiple job sectors and industries.
Ana-Paula Correia (Advisor)
Jackie Blount (Committee Member)
Rick Voithofer (Committee Member)
341 p.
Education; Educational Technology; Educational Theory; Instructional Design; Vocational Education
instructional design; workplace learning; learning design; generative artificial intelligence; learning theories; learning myths; learning and development; workforce development

Recommended Citations

Citations

  • Hickey, S. (2024). Instruction as Translation: Examining the Decision-Making Processes of the High-Performing Instructional Designer [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1732286336103593

    APA Style (7th edition)

  • Hickey, Sean. Instruction as Translation: Examining the Decision-Making Processes of the High-Performing Instructional Designer. 2024. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1732286336103593.

    MLA Style (8th edition)

  • Hickey, Sean. "Instruction as Translation: Examining the Decision-Making Processes of the High-Performing Instructional Designer." Doctoral dissertation, Ohio State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=osu1732286336103593

    Chicago Manual of Style (17th edition)

osu1732286336103593
© 2024, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.