Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course

Abstract

The purpose of this single case study was to determine how a project-based learning approach to instructional design supported education doctorate students’ acquisition of new knowledge and practical application of skills in their current and future professions. Participants included 58 students in an online EdD instructional design course. We found that 72% of students credited the design project for scaffolding their learning about instructional design and 80% saw an immediate application of the instructional design project to their current professional roles. Further, 93% of students could foresee the application of new knowledge and skills to future professional opportunities. This study has implications for those who teach EdD courses and are interested in providing a project-based approach to content acquisition and teaching skills students can apply in their professional organizations, both current and future.