Integrating Dispositions in Instructional Design: An Exploratory Study in Higher Education
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| Title: | Integrating Dispositions in Instructional Design: An Exploratory Study in Higher Education |
|---|---|
| Language: | English |
| Authors: | Jafar Tavakoli (ORCID |
| Source: | Instructional Science: An International Journal of the Learning Sciences. 2026 54(1). |
| 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: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Design, College Instruction, Higher Education, Teacher Characteristics, Teacher Attitudes, Beliefs, Values, Competency Based Education |
| DOI: | 10.1007/s11251-025-09762-3 |
| ISSN: | 0020-4277 1573-1952 |
| Abstract: | This study investigates the integration of dispositions - defined as the attitude, beliefs, and values influencing the application of knowledge and skills - into the work of professional instructional designers in higher education. Instructional design in higher education is primarily focused on knowledge and skills, often overlooking the equally critical role of attitudes, beliefs, and values - collectively known as dispositions. This exploratory study aims to understand whether and how instructional designers in higher education incorporate dispositions into their course design, and what teaching and learning activities and feedback and assessment procedures they employ. It is guided by Fink's (2013) Integrated Course Design framework, which includes situational factors, learning goals, teaching activities, feedback and assessment procedures, and more importantly, the alignment between these components. Semi-structured interviews with six instructional designers revealed that dispositions are recognized as essential learning goals. While some identified effective teaching strategies, many lacked clear or appropriate methods to assess dispositions, raising concerns about the alignment between the components of Integrated Course Design. This misalignment suggests that learners may be inadequately prepared to activate dispositions which drive them to appropriately apply their knowledge and skills in real-world contexts. The findings highlight the need for more structured approaches to integrating and assessing dispositions in instructional design, ensuring that learners develop not only domain-specific knowledge and skills, but also the right dispositions to apply them in different contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497468 |
| Database: | ERIC |
| Abstract: | This study investigates the integration of dispositions - defined as the attitude, beliefs, and values influencing the application of knowledge and skills - into the work of professional instructional designers in higher education. Instructional design in higher education is primarily focused on knowledge and skills, often overlooking the equally critical role of attitudes, beliefs, and values - collectively known as dispositions. This exploratory study aims to understand whether and how instructional designers in higher education incorporate dispositions into their course design, and what teaching and learning activities and feedback and assessment procedures they employ. It is guided by Fink's (2013) Integrated Course Design framework, which includes situational factors, learning goals, teaching activities, feedback and assessment procedures, and more importantly, the alignment between these components. Semi-structured interviews with six instructional designers revealed that dispositions are recognized as essential learning goals. While some identified effective teaching strategies, many lacked clear or appropriate methods to assess dispositions, raising concerns about the alignment between the components of Integrated Course Design. This misalignment suggests that learners may be inadequately prepared to activate dispositions which drive them to appropriately apply their knowledge and skills in real-world contexts. The findings highlight the need for more structured approaches to integrating and assessing dispositions in instructional design, ensuring that learners develop not only domain-specific knowledge and skills, but also the right dispositions to apply them in different contexts. |
|---|---|
| ISSN: | 0020-4277 1573-1952 |
| DOI: | 10.1007/s11251-025-09762-3 |
