View in EDS HTML Full Text PDF Full Text

A Comprehensive Review of Instructional Designer Research and Approaches in Learning Design

Saved in:
Bibliographic Details
Title: A Comprehensive Review of Instructional Designer Research and Approaches in Learning Design
Language: English
Authors: Jill E. Stefaniak (ORCID 0000-0002-9571-9215), Eunkyoung Elaine Cha, Fan Yang, Stephanie Gilstrap, Liangke Yang
Source: Educational Technology Research and Development. 2025 73(4):2057-2079.
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: 23
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Instructional Design, Educational Research, Teacher Attitudes, Decision Making, Teacher Competencies, Problem Solving, Teacher Collaboration, Organizational Development, Evidence Based Practice
DOI: 10.1007/s11423-025-10501-1
ISSN: 1042-1629
1556-6501
Abstract: The current systematic review study explores instructional designer practices to develop a comprehensive understanding of strategies employed by instructional designers and the expectations of the field. Using the PRISMA protocol, a total of 98 articles were included in the review consisting of 65 qualitative, 15 quantitative, and 18 mixed-methods studies. Instructional designer practices were analyzed through the lens of 10 different topical areas: (1) Attitudes and perceptions, (2) decision-making and design judgments, (3) design strategies, (4) professional development and professional identity, (5) design heuristics, (6) instructional designer and faculty relationships, (7) instructional design competencies, (8) problem-solving, (9) instructional design teams, (10) change management and organizational development. Evidence-based recommendations and suggestions for practices of current and future instructional designers were discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1483977
Database: ERIC
Full text is not displayed to guests.
Description
Abstract:The current systematic review study explores instructional designer practices to develop a comprehensive understanding of strategies employed by instructional designers and the expectations of the field. Using the PRISMA protocol, a total of 98 articles were included in the review consisting of 65 qualitative, 15 quantitative, and 18 mixed-methods studies. Instructional designer practices were analyzed through the lens of 10 different topical areas: (1) Attitudes and perceptions, (2) decision-making and design judgments, (3) design strategies, (4) professional development and professional identity, (5) design heuristics, (6) instructional designer and faculty relationships, (7) instructional design competencies, (8) problem-solving, (9) instructional design teams, (10) change management and organizational development. Evidence-based recommendations and suggestions for practices of current and future instructional designers were discussed.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-025-10501-1