An investigation of instructional design roles and practices used to develop and maintain interactive Web-based learning.

摘要

The confluence of technology use for distance education and demand for relevant Web-based learning has challenged higher education institutions to quickly, efficiently, and effectively develop and maintain online courses. This expectation positions the instructional design community to restructure its roles, procedures, and practices to allow for quality and quantity, resulting in a rapid development process that is thorough and efficient. The Three-Phase Design Model (3PD) has been suggested as pertinent however, no research is available that investigates the use of the 3PD Model in higher education. This study attempted to provide formal research. A quantitative descriptive research was designed to determine the extent to which the components of the 3PD Model align with current instructional design practices in developing and maintaining interactive Web-based learning in higher education and the roles of instructional designers and others who collaborate in such development and maintenance.A literature review examined three themes and synthesized roles, procedures, and practices with an analysis to determine usage of the Model's components. From a questionnaire completed by 60 participants, data collection and analysis addressed the research questions with frequency and percent distributions. The sample of instructional designers, online instructors, and administrators of instructional design and instructional technology departments were members of four professional organizations. Specific selection criteria indicated the importance the representative institutions had given to higher education Web-based learning. Results for the Model's components---interaction, characteristics, and procedures and practices---were overall favorable with frequent alignment. Data revealed the three most frequent roles were instructional designer, faculty, and online developer. This study detailed activities performed by the roles, five instructional design model characteristics, and 10 instructional design practices and procedures.The results could support an argument for a particular instructional design model with components of the 3PD Model and help institutions employing Web-based learning with instructional design teams to determine redistribution of roles, roles not designated, or roles designated too often. In addition, the study could provide the inspiration or foundation for future research regarding Web-based learning, the 3PD Model, the roles of instructional design team members, implications of lack of team approach, or other issues.