Instructional designers' shifting thinking about supporting teaching during and post-COVID-19

The onset of the COVID-19 pandemic provided the opportunity for institutions of higher education to increase their use of online instructional delivery models and tools. Instructional designers played a role in supporting instructors to make this transition. This support included professional learni...

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Bibliographic Details
Published in:Distance education 2021-07, Vol.42 (3), p.331-351
Main Authors: Xie, Jingrong, A, Gulinna, Rice, Mary F., Griswold, Deborah E.
Format: Article
Language:English
Subjects:
Coronaviruses
COVID-19
Distance learning
Educational Change
Educational Development
Electronic Learning
Faculty Development
Focus Groups
Higher education
Humanization
humanizing online teaching
Instructional Design
instructional designers
Learner Engagement
Online Courses
Online instruction
online learning
Pandemics
professional learning
Professional Training
shifted thinking
student engagement
Student participation
Teacher Attitudes
Teaching
Universities
Web Based Instruction
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Summary:The onset of the COVID-19 pandemic provided the opportunity for institutions of higher education to increase their use of online instructional delivery models and tools. Instructional designers played a role in supporting instructors to make this transition. This support included professional learning opportunities in the form of workshops and coaching. The purpose of this study was to investigate instructional designers' shifting thinking about the professional learning experiences they are providing and will provide for instructors in institutions of higher education during the pandemic and beyond. Six instructional designers from four universities participated in two focus groups for this study. Thematic analysis was used to analyze the data. The instructional designers in this study viewed professional learning during the pandemic as a time to address what they saw as persistent problems with online learning. Moreover, they indicated a willingness to engage in extended faculty development to explore mutually identified challenges with online teaching and learning in their contexts.
ISSN:0158-7919
1475-0198
DOI:10.1080/01587919.2021.1956305