An instrumental case study in instructional design

Abstract

Research has shown that there is an upsurge in the demand for online courses and programs in higher education. The literature indicates that a growing trend in online education is the need for more interactive, accessible, and engaging content - hence, these are important precepts in course design. The literature also reveals that public higher education institutions offer the most online courses in the United States. The purpose of this study was to explore how instructional designers integrate digital media objects (DMOs) in alignment with curriculum content in the online higher education course. The method of instrumental case study was used to guide the researcher in qualitative inquiry, data collection, and analysis. Five senior instructional designer participants working in public higher education sites in different regions of Massachusetts were interviewed about their instructional design process for online courses. The main findings emphasize the importance of using current course design standards in the course design process to include Quality Matters Course Design Standards and Universal Design for Learning. Specifically, the case findings depict how all participants used course design standards to aid in the integration and alignment of digital media objects (DMOs) with curriculum content. These findings illustrate how participants consider the use of QM and UDL effective in producing more accessible, quality content expected by today's digital learners and adopted by stakeholders. Another finding indicates that the use of modern technology and software tools provide a means for upholding the digital currency and compatibility of digital content. The participants regard collaborative course design and related development efforts among SME/faculty, digital media developers, and instructional designers, an important component of purposeful and creative course design strategy in addition to utilizing standards from the course design strategy. All participants agree current and future trends draw on learner-centered design solutions, such as Design Thinking and UDL. An Interactive eLearning (IeL) model is offered as a possible guide for course design. An online design form for collaborative course design and development efforts is an adaptable sample. Future research topics could explore how learner-centered UX (user experience) or UI (user interaction) web design methods may support online course design, DMO/OERs as instructional tools for their efficacy by QM standards for online course design, or instructional designer staff budgeting issues and related plans for under-resourced institutions of higher education. Keywords: instructional design, online course, integration, alignment, digital media objects (DMOs), Open Ed Resources (OERs), interaction, accessibility, Quality Matters (QM), Universal Design for Learning (UDL), Design Thinking, learner-centered.