An Exploration of the Landscape of Instructional Design: Understanding Changes and Pandemic Effects (2017-2022)

Year 2024, Volume: 11 Issue: 5, 227 - 243, 12.09.2024

Salih Bardakcı , Buket Akkoyunlu , Yasemin Yelbay Yılmaz

https://doi.org/10.17275/per.24.72.11.5

Abstract

The purpose of this study is to examine the scope of the field of instructional design and technology, along with the working area (desk) of the expert in this field, in the context of the effects of the pandemic. The study is a bibliographic mapping research. The data set includes bibliographic records of 2.397 scientific texts retrieved from the WOS Core Collection within the time range of 2017-2022 using search terms instructional design or instructional designer. Co-occurrence analyses encompassing author keywords were conducted on the data. As a result, maps and related outputs were obtained that reveal the concepts that the field focused on before and after the pandemic, as well as the relationships between these. Additionally, attempts were made to identify emerging concepts for both periods based on the outputs. According to the results, there has been a significant expansion in the concepts falling within the scope of instructional design and technology, and consequently in the roles and responsibilities of designers, in conjunction with the 2020s and the Covid-19 pandemic. Design concepts and variables, context, human factors, and research methodology are enriched within this expansion. This enrichment shifts the design process from a micro perspective focusing on learning environment and environmental variables to a macro perspective that emphasizes instructors, educational institutions, and culture. Within this perspective, while the weight of real instructional problems increases, the emphasis on theory, approach, and models significantly decreases.

Keywords

instructional design, new normal, bibliographic mapping, concepts, roles

References

• Andrews, B. R. (1904). Possible Values of a School Museum. Teachers College Record, 5(3), 1–6. https://doi.org/10.1177/016146810400500310
• Association for Educational Communications and Technology (AECT) (1972). The field of educational technology: a statement of definition. Audio-visual Instruction, 17(8), 36-43.
• AECT. (1977). Educational technology: Definition and glossary of terms. Washington, D.C: Association for Educational Communications and Technology.
• AECT. (1994). Instructional technology: The definition and domains of the field. Washington, DC.
• AECT. (2019). The Definition and Terminology Committee. Retrieved 02.06.2022, from https://www.aect.org/
• Benjamin Jr., L. T. (1988). A history of teaching machines. American Psychologist, 43(9), 703-712.
• Clark, R. E. (1994). Media and Method. Educational Technology Research & Development, 42(3), 7-10.
• Cobo, M. J., López-Herrera, A.G., Herrera-Viedma, E., and Herrera F. (2011). Science Mapping Software Tools: Review, Analysis, and Cooperative Study Among Tools. Journal of The American Society for Information Science and Technology, 62(7), 1382–1402
• Driscoll, M. P. (2018). Psychological Foundations of Instructional Design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 52-60). New York, NY: Pearson.
• Finn, J. (1963). Instructional Technology. The Bulletin of the National Association of Secondary School Principals, 47(283), 99-119.
• Ganesan, R., Edmonds, G.S., Spector, J.M. (2002). The Changing Nature of Instructional Design for Networked Learning. In: Steeples, C., Jones, C. (eds) Networked Learning: Perspectives and Issues. Computer Supported Cooperative Work. Springer, London. https://doi.org/10.1007/978-1-4471-0181-9_6
• Januszewski, A. ve Persichitte, K. A. (2008). A history of the AECT’s definitions of educational technology. In A. Januszewski& M. Molenda (Eds.), Educational technology (pp. 259-282). New York: Lawrence Erlbaum Associates.
• Jen, V. (2022). Supporting Quality Instruction: Building Teacher Capacity as Instructional Designers (Part 1 of 3). Adult Literacy Education, 4(1), 43-49.
• Kozma, R. B. (1994). A Reply: Media and Methods. Educational Technology Research & Development, 42(3), 11-14.
• Kumar, S., & Ritzhaupt, A. (2017). What do instructional designers in higher education really do? International Journal on E-Learning, 16(4), 371–393.
• Morris, S., & Van Der Veer Martens, B. (2008). Mapping research specialties. Annual Review of Information Science and Technology, 42(1), 213–295.
• Muljana, P.S. (2021). Course-Designing during the Pandemic and Post-Pandemic by Adopting the Layers-of-Necessity Model. TechTrends 65, 253–255.
• Nguyen, U. P., & Hallinger, P. (2020). Assessing the distinctive contributions of simulation & gaming to the literature, 1970-2019: A bibliometric review. Simulation & Gaming, 51(6), 744-769. https://doi.org/10.1177/1046878120941569
• Pritchard, A. (1969). Statistical bibliography or bibliometrics? Journal of Documentation, 25, 348-349.
• Reiser, R. (2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research & Development, 49(1), 53–64. https:// doi. org/ 10. 1007/BF025 04506
• Reiser, R. A. (2018a). What field did you say you were in? Defining and naming our field. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 1-7). New York, NY: Pearson.
• Reiser, R. A. (2018b). A history of instructional design and technology. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed.) (pp. 8-21). New York, NY: Pearson.
• Reiser, R.A. and Dempsey, J.V. (2008) Trends and Issues in Instructional Design and Technology. 2nd Edition. New York, NY: Pearson.
• Ren, X. (2022). Autoethnographic Research to Explore Instructional Design Practices for Distance Teaching and Learning in a Cross-Cultural Context. TechTrends 66, 47–55. https://doi.org/10.1007/s11528-021-00683-9.
• Richey, R. (2008). Reflections on the 2008 AECT Definitions of the Field. TechTrends, 52(1), 24.
• Roblyer, M. D. & Doering, A. H. (2014). Integrating educational technology into teaching (6th Edition). USA: Pearson.
• Seels, B. B. & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington DC: Association for Educational Communication and Technology.
• Shannon, C. E. & Weaver, W. (1949). The Mathematical Theory of Communication. Urbana: University of Illinois Press.
• Tracey, M.W., Baaki, J. (2022). Empathy and empathic design for meaningful deliverables. Educational Technology Research & Development,70, 2091–2116. https://doi.org/10.1007/s11423-022-10146-4
• Xie, J., Gulinna, A., & Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education, 42(1), 70–87. https://doi.org/10.1080/01587919.2020. 1869526
• Xie, J., Gulinna, A., Rice, M. F., & Griswold, D. E. (2021). Instructional designers ‘shifting thinking about supporting teaching during and post-COVID-19. Distance Education, 42(3), 331–351. https://doi.org/10.1080/01587919.2021.1956305