Abstract
The charge then is clear. Instructional developers should begin concerted efforts to answer the questions posed here (and others which have not yet been raised) if the practice of instructional development is to be advanced. We know a great deal about how to facilitate and evaluate learning, but we need to know more about how to initiate, support, and assist with the instructional change process in higher education if our knowledge in the former area is to be fruitfully brought to bear on the task of improving instruction in higher education.
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