An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in
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An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in practice Philena DeVaughn1 · Jill Stefaniak2 Accepted: 5 September 2020 © Association for Educational Communications and Technology 2020
Abstract The purpose of this qualitative study was to examine how learning design and educational technology degree programs prepare students to evaluate in practice. This study involved the curricular mapping of 16 graduate instructional design programs and 29 semi-structured interviews with program faculty and recent postgraduates. Based on information shared during the interviews, this study produced nine themes according to three metathemes: (a) the role of problem-solving in evaluation, (b) alignment of evaluation activities in instructional design, and (c) relevancy of evaluation in instructional design. The findings revealed that evaluation was not prioritized for most programs, due to lack of time, client resources, employer lack of interest, and limited faculty experience in evaluation. Other recommendations are provided for how to enhance evaluative practices in instructional design coursework. Keywords Evaluation · Instructional design · Graduate education
Introduction Programs that prepare instructional designers as practitioners are challenged to integrate the content, culture, and value systems of various work environments into the formal training setting (Larson and Lockee 2009). Seventy percent of instructional design professionals hold a degree in Instructional Technology or Educational Technology, 9% hold a degree in Instructional Systems, and 43% of these professionals, work in higher education, with 27% working in business and industry (Larson 2004). Research suggests that a significant factor in preparing instructional design professionals to design and develop superior instruction is the recurrent evaluation of instructional design processes by faculty of Instructional Design and Technology programs. When successfully training instructional design students to meet employer expectations, the importance of faculty recognition of the * Jill Stefaniak jill.stefaniak@uga.edu 1
Predestined Image Consulting, Waldorf, MD, USA
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University of Georgia, 221 Rivers Crossing, 850 College Station Road, Athens, GA 30602, USA
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connection between, technological advances, and instructional design processes was noted (Sugar 2014a).
The role of evaluation in instructional design The purpose of evaluation in training and educational settings is to determine whether the instructional objectives and student learning outcomes have been achieved, determine the value of the instruction, and provide data for decision-making (Rossett and Sheldon 2001; Scriven 1991). According to Guerra-Lopez (2007) describes the concept of evaluation as comparing results with expectations, identifying factors that either contribute to or inhibit the situation, and producing a plan to improve and inform future practice. Tw
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