A Scoping Review to Explore How Decision-Making Is Discussed in the Field of Learning Design
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| Title: | A Scoping Review to Explore How Decision-Making Is Discussed in the Field of Learning Design |
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| Language: | English |
| Authors: | Jill Stefaniak (ORCID |
| Source: | TechTrends: Linking Research and Practice to Improve Learning. 2025 69(4):714-722. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Instructional Design, Decision Making, Educational Technology, Educational History, Professional Development, Educational Research |
| DOI: | 10.1007/s11528-025-01053-5 |
| ISSN: | 8756-3894 1559-7075 |
| Abstract: | Instructional design practices consist of design decisions. It often comprises decisions across analysis, design, development, implementation, and evaluation. This paper presents the findings of a scoping review that explored how decision-making is discussed in learning design research over the past four decades. This scoping review of research investigates conceptual papers and empirical studies that discussed decision-making in instructional design and/or educational technology contexts. The sample covers research published over four decades (1990-2023). By gaining an understanding of how decision-making is investigated and discussed in different contexts of educational technology, the field is positioned to support designers in the field as well as throughout their professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480224 |
| Database: | ERIC |
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| Abstract: | Instructional design practices consist of design decisions. It often comprises decisions across analysis, design, development, implementation, and evaluation. This paper presents the findings of a scoping review that explored how decision-making is discussed in learning design research over the past four decades. This scoping review of research investigates conceptual papers and empirical studies that discussed decision-making in instructional design and/or educational technology contexts. The sample covers research published over four decades (1990-2023). By gaining an understanding of how decision-making is investigated and discussed in different contexts of educational technology, the field is positioned to support designers in the field as well as throughout their professional development. |
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| ISSN: | 8756-3894 1559-7075 |
| DOI: | 10.1007/s11528-025-01053-5 |
