Instructional designers’ perspectives on learners’ responsibility for learning

This study employed a hermeneutic investigative approach to determine instructional designers’ underlying views of learner responsibility for their own learning, and how those views informed design practice. Prior research has examined how instructional designers spend their time, make decisions, us...

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Bibliographic Details
Published inJournal of computing in higher education Vol. 30; no. 1; pp. 111 - 124
Main Authors Matthews, Michael T., Yanchar, Stephen C.
Format Journal Article
LanguageEnglish
Published New York Springer US 01.04.2018
Springer
Springer Nature B.V
Subjects
Communication (Thought Transfer)
Decision theory
Designers
Education
Educational Practices
Educational Technology
Hermeneutics
Higher Education
Instructional Design
Interviews
Investigations
Learning
Learning and Instruction
Student Responsibility
Teacher Attitudes
Teacher Student Relationship
Learning
Assumptions
Engagement
Responsibility
Instructional design practice
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Summary:This study employed a hermeneutic investigative approach to determine instructional designers’ underlying views of learner responsibility for their own learning, and how those views informed design practice. Prior research has examined how instructional designers spend their time, make decisions, use theory, and solve problems, but have not explored how views of learner responsibility might inform design work. Based on intensive interviews of practitioners in the field, this study produced themes concerning how instructional designers balance their own and their learners’ responsibility for learning. Overall, these results suggest that designers feel largely responsible for learning to take place, but are seeking ways of sharing that responsibility with their learners. Other conclusions are discussed and future directions for research are offered.
ISSN:1042-1726
1867-1233
DOI:10.1007/s12528-018-9175-3