The Role of Instructional Designers in the Integration of Generative Artificial Intelligence in Online and Blended Learning in Higher Education
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| Title: | The Role of Instructional Designers in the Integration of Generative Artificial Intelligence in Online and Blended Learning in Higher Education |
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| Language: | English |
| Authors: | Swapna Kumar, Ariel Gunn, Robert Rose, Rhiannon Pollard, Margeaux Johnson, Albert D. Ritzhaupt |
| Source: | Online Learning. 2024 28(3):207-231. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Distance Education, Blended Learning, Online Courses, Information Technology, Technical Support, Technology Integration, Technology Uses in Education, Technology Planning, Educational Technology, Artificial Intelligence, Higher Education, Computer Attitudes, Professional Personnel, Curriculum Design, Staff Role |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | The purpose of this exploratory research study was to examine the roles instructional designers (IDs) play in the integration of generative Artificial Intelligence (GenAI) into their higher education institutions, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs' use and integration of GenAI. Our analysis resulted in three primary themes related to IDs' integration of GenAI in online and blended education: (a) the use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; and (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes was IDs' conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes and discuss the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446506 |
| Database: | ERIC |
| Abstract: | The purpose of this exploratory research study was to examine the roles instructional designers (IDs) play in the integration of generative Artificial Intelligence (GenAI) into their higher education institutions, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs' use and integration of GenAI. Our analysis resulted in three primary themes related to IDs' integration of GenAI in online and blended education: (a) the use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; and (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes was IDs' conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes and discuss the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs. |
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| ISSN: | 2472-5749 2472-5730 |
