Abstract
The aim of this study was to identify preservice teachers’ opinions regarding instructional design. In order to achieve this goal interviews with the sophomore students, who finished instructional design course, was conducted. Afterwards, interviews were transcribed, categorized and analyzed. Majority of the preservice teachers claimed that instructional design models were not applicable to classroom settings in real life. They also emphasized that technology integration did not included instructional design and there was excessive concentration on technology; and instructional design dimension was overlooked. Participants claimed that Robert Gagne’s approach was the most appropriate instructional design approach in classroom settings. They believe the theorist after Gagne was not very successful and instructional design lost its effectiveness. They underlined that the field required new theorists. Article visualizations:
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