Abstract
The rapid evolution of instructional design, its relative novelty, and trends impacting it serve to cloud understanding and complicate practice. This study sought insight into an area of instructional design practice in higher education by exploring a subset of survey data gathered in early 2018. In part, the survey asked instructional designers and leaders of instructional design teams, working in higher education settings, which design models and theoretical frameworks guided their work. Nearly two hundred individuals provided responses. Answers offered most often included models with long histories, relative to instructional design at large, such as ADDIE and Backward Design. Technology's impact on instructional design was also made apparent by the inclusion of tech-focused frameworks including TPACK and SAMR. Statistical testing failed to develop significant relationships between the quantity of models reported in use and other characteristics of designers, however some relationship may exist relating to education and time in the field. Altogether, this may suggest, as reported by a small number of subjects, that the design process can or even ought to be ill-defined and remain fluid to best respond to unique needs as presented by each subject matter expert or design project.
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