An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in practice

Abstract

The purpose of this qualitative study was to examine how learning design and educational technology degree programs prepare students to evaluate in practice. This study involved the curricular mapping of 16 graduate instructional design programs and 29 semi-structured interviews with program faculty and recent postgraduates. Based on information shared during the interviews, this study produced nine themes according to three metathemes: (a) the role of problem-solving in evaluation, (b) alignment of evaluation activities in instructional design, and (c) relevancy of evaluation in instructional design. The findings revealed that evaluation was not prioritized for most programs, due to lack of time, client resources, employer lack of interest, and limited faculty experience in evaluation. Other recommendations are provided for how to enhance evaluative practices in instructional design coursework.