Instructional Design Competencies Research Articles

A Case Study on the Promotion of Instructional Design Competencies Among Preservice Home Economics Teachers in Class Using the Metaverse

This paper presents a case study in which a lesson was designed and applied to enhance preservice home economics teachers' instructional design competence using the metaverse. For 15 weeks from March 6 to June 14, 14 students enrolled on the course 'Multimedia Home Economics Education' for preservice home economics teachers used the metaverse to engage in problem-based learning to solve instructional design problems in home economics classes. In accordance with the ADDIE design model, in the analysis stage, we assessed preservice home economics teachers’ level of knowledge of lessons using the metaverse, and their perceptions of the possibility, necessity, and usefulness of using the metaverse in home economics lessons. In the design and development stage, lesson plans, questions for problem-based learning, assessment tools, and teaching and learning materials were developed. The implementation was conducted in parallel with training on understanding multimedia and the metaverse, and instructional design competence was evaluated through pre- and post-testing and reflection journals. The results revealed that the preservice home economics teachers acquired a good understanding of lessons using the metaverse, learned how to design lessons for self-directed learning by applying the metaverse to their home and classroom, and gained confidence in applying it to their teaching practice or in-service work. It is expected that the results of this study will be used as support materials for prospective and current home economics teachers to design home economics lessons using the metaverse, thereby expanding the horizons of home economics education.

Developing an Ontology to Explore Competencies Needed by Instructional Design Professionals in Higher Education

This multi-strategy research study aimed to develop an initial formal ontology of competencies needed by instructional design professionals in higher education. The ontology was constructed using a formal ontology design process and then validated by eight expert instructional design professionals in higher education using an online survey. The quantitative responses showed a general agreement with the ontology. Three themes emerged from the qualitative data: an expansion of instructional design competencies, the addition of a diversity, equity, and inclusion competency, and the removal of the programming competency. The findings are discussed, and proposed changes to the ontology are provided.

“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design

The importance of instructional design competency for university lecturers of English as a Foreign Language in delivering Higher-ordered, Innovative, and Challenging courses within the Golden Curriculum context in China cannot be underestimated. However, research in this area is limited, posing the need for teachers to reskill and upskill themselves to improve their teaching competencies. Therefore, this study aims to develop an instructional design competency framework based on a content analysis of 18 national award-winning instructional designs from the Star Teacher Contest between 2020 and 2022, using NVivo12 software. The framework encompasses four key elements: learning and learners, learning objectives, learning activities, and learning assessment. The findings emphasize the importance of understanding learning theories, employing scaffolding techniques, and catering to learners’ characteristics to support their academic progress. Moreover, the framework highlights the significance of fostering critical thinking and cross-cultural communication competencies, creating challenging yet feasible tasks, and using various assessment tools that incorporate real-life learning outcomes. By using this instructional design competency framework, teachers can enhance their teaching competencies and effectively implement the Golden Curriculum. Furthermore, educational institutions can use the framework to provide targeted support and training to teachers, enabling a successful integration of the Golden Curriculum into their English teaching programs.

Using Digital Learning Platforms to Enhance the Instructional Design Competencies and Learning Engagement of Preservice Teachers

Given the effects of the COVID-19 pandemic and the associated radical changes to the teaching landscape, employing digital learning platforms in the professional training of teachers has become imperative. The instructional design competencies are among the most important competencies for today’s teachers. Therefore, it is necessary to test the effectiveness of digital learning platforms to provide teachers with the required competencies, both cognitive and practical, and to help them improve these competencies. Accordingly, in this study, we aimed to measure the effects of using the Google Classroom platform to develop instructional design competences and learning engagement among preservice teachers in Saudi Arabia. We used a quasi-experimental approach, with a one-group design (pre- and posttest) in this study, which included 61 female student teachers. Three measurement instruments were utilised, namely, the achievement test, the product evaluation card, and the learning engagement scale. The results of our study showed that using Google Classroom as a digital learning platform was effective in helping the preservice teachers acquire and develop their cognitive and practical competencies in instructional design. Our results further revealed high levels of learning engagement at cognitive, behavioural, and social levels among the preservice teachers who participated in learning instructional design through the Google Classroom platform. Our findings emphasise the need for greater investment in digital learning platforms to support preservice teachers’ professional training, as these students can benefit from the potential these platforms offer in developing their instructional design competencies.

Pre-service Teachers' Perceptions and Instructional Design Competencies on Distance Education

포스트코로나 시대의 도래로 원격수업은 이제 일상이 되었고, 교육대학 재학생인 예비교사에게는 원격교육과 관련된 역량 강화가 요구되고 있다. 이 연구는 초등교원 양성대학 재학생들이 코로나19 이후 대학 수업에서 경험한 원격교육에 대한 인식과 교육실태, 요구사항을 탐색하고자 수행되었다. 총 122명의 예비교원이 본 연구에 참여하였고, 측정도구는 원격수업과 관련된 경험을 묻는 일련의 질문과 원격수업설계 역량과 관련된 문항 등으로 총 85문항이 활용되었다. 연구결과는 다음과 같다. 첫째, 대학에서 주로 활용한 교수학습방법은 비대면 원격수업과 대면 교실수업이 병행한 양태였고, 원격수업의 경우 교수가 탑재한 동영상 형태의 강의자료를 정해진 수강시간 내 개별적으로 학습하는 방법이 주로 사용되었다. 둘째, 예비교원들은 하급 과정에서 의문이 생길 때 교수에게 학습내용에 대해 질문을 하는 경우보다 본인 스스로, 또는 동료 학생들과 협업하여 문제를 해결하는 경우가 일반적이었다. 셋째, 디지털 교육콘텐츠 개발 및 제작역량은 예비교원이 갖추어야 하는 가장 중요하면서도 시급한 역량으로 조사되었다.This study was conducted to explore the perception, educational practice, and requirements of distance education experienced after COVID-19 by pre-service teachers attending the University of Education. A total of 122 pre-service teachers participated in this study, and a total of 85 questions were used including a series of questions about experiences of distance education and distance education design competency indicators. The results of the study are as follows. First, the teaching and learning method mainly used in universities was a combination of non-face-to-face distance education and face-to-face classroom education, and in the case of distance education, the method of individually learning video-type lecture materials uploaded by professors within a fixed class period was mainly used. Second, when questions arisen in the learning process, pre-service teachers tended to solve the problem by themselves or in collaboration with fellow pre-service teachers, and it is not common to ask professors questions about the learning content. Third, the competency of developing and producing digital educational courseware was the most important and urgent competency that pre-service teachers should possess.

“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design

“Golden Curriculum” Instructional Design Competency Framework based on College English Award-Winning Instructional Design

초⋅중등학생의 메타버스 활용 교육에 대한 실태 및 인식 분석

Objectives The purpose of this study is to research the status and perception of elementary and secondary school students on the metaverse in education. Methods A survey on 9,523 elementary and middle school students in the Chungcheongbuk-do Province was conducted for the research. As a result analysis method, frequency analysis, descriptive statistics, and T/F test were performed. The survey was composed of questions regarding the personal use of metaverse, the state of the metaverse in educational use, and the recognition of it. Results The main results of the study are as follows. First, of all students who participated in the survey, 28.1% use the metaverse for an average of 1.6 hours at home. The students were having fun creating, exploring, and talking in the metaverse. Second, regarding the state of the metaverse in educational use, 6.1% of all students use the metaverse for an average of 1.48 hours in class. Classes utilizing the metaverse are increasingly becoming integrated to different subjects, mainly consisting of activities such as creation, coding, and lectures. Students suggested pranks from classmates, excessive components of entertainment, and difficulties in handling as challenges of education using the metaverse. Third, a total of 60.8% of students wished to use the metaverse in class, in regards to the recognition of education using the metaverse. Students wanted to incorporate the metaverse in creative experience activities, science, and art, to participate in learning activities of creation, experimentation and practice, and coding. Students had a positive perspective on the educational effects of the metaverse. Conclusions The following endeavors are required to stimulate education using the metaverse. First, educational on knowledge for students is required for education involving the metaverse. Second, developing of instructional design competencies is required of teachers. Third, the establishment of a metaverse platform and environment to support education using the metaverse is required.

초⋅중등학생의 메타버스 활용 교육에 대한 실태 및 인식 분석

Objectives The purpose of this study is to research the status and perception of elementary and secondary school students on the metaverse in education.
 Methods A survey on 9,523 elementary and middle school students in the Chungcheongbuk-do Province was conducted for the research. As a result analysis method, frequency analysis, descriptive statistics, and T/F test were performed. The survey was composed of questions regarding the personal use of metaverse, the state of the metaverse in educational use, and the recognition of it.
 Results The main results of the study are as follows. First, of all students who participated in the survey, 28.1% use the metaverse for an average of 1.6 hours at home. The students were having fun creating, exploring, and talking in the metaverse. Second, regarding the state of the metaverse in educational use, 6.1% of all students use the metaverse for an average of 1.48 hours in class. Classes utilizing the metaverse are increasingly becoming integrated to different subjects, mainly consisting of activities such as creation, coding, and lectures. Students suggested pranks from classmates, excessive components of entertainment, and difficulties in handling as challenges of education using the metaverse. Third, a total of 60.8% of students wished to use the metaverse in class, in regards to the recognition of education using the metaverse. Students wanted to incorporate the metaverse in creative experience activities, science, and art, to participate in learning activities of creation, experimentation and practice, and coding. Students had a positive perspective on the educational effects of the metaverse.
 Conclusions The following endeavors are required to stimulate education using the metaverse. First, educational on knowledge for students is required for education involving the metaverse. Second, developing of instructional design competencies is required of teachers. Third, the establishment of a metaverse platform and environment to support education using the metaverse is required.
 

Measuring instructional design competencies of future professionals: construct validity of the ibstpi® standards

Measuring instructional design competencies of future professionals: construct validity of the ibstpi® standards

Enhancing the quality of open and distance learning in China through the identification and development of learning design skills and competencies

PurposeThe purpose of this paper is to identify staff skills and competencies on which Chinese open universities should focus their professional development activities in order to enhance the quality of open and distance learning (ODL) in China.Design/methodology/approachData were collected from surveys of 220 academic and academic-related Chinese staff, each of whom participated in one of seven 3-day Learning Design and Course Creation (LDCC) workshops at three large regional open universities in China between 2017 and 2019. The workshops were based on the UK Open University (UKOU) approach to learning design (LD) and course creation. Using content analysis methodology, textual responses were analysed and compared against the Instructional Design Competencies framework provided by the International Board of Standards for Training, Performance and Instruction (IBSTPI).Findings(1) Designing instructional interventions, (2) keeping up to date with design theories, (3) communicating in order to manage stakeholders, teams and projects were the main competencies identified from the participants responses. However, these three identified competencies differed in emphasis between the institutions that took part.Originality/valueIn Western higher education institutions (HEIs), LD has developed as an important approach to improving quality. A need has been identified for robust approaches to quality and professional development opportunities to enhance teaching and learning standards in open and distance learning (ODL) in China. This paper identifies and discusses specific LD skills and competencies that could be targeted to improve the quality of ODL in China.

Pre-service Elementary School Teachers’ Reflection Before, During and After Their Social Studies Teaching Demonstration: Focusing on the Development of Instructional Design Competency

Pre-service Elementary School Teachers’ Reflection Before, During and After Their Social Studies Teaching Demonstration: Focusing on the Development of Instructional Design Competency

The Digital Divide? Analyzing Regional Differences of Tablet PC Use in Korean Middle Schools for Sustainable Development

The purpose of this study was to investigate the effects of digital learning environments using tablet Personal Computers (PCs) in Korean metropolitan and rural middle schools. After 12 weeks of professional development for six teachers to enhance ICT and instructional design competency, 48 metropolitan and 63 rural students participated in learning with tablet PCs in English, science, and social studies subjects for 12 weeks. As a result, teachers’ various experiences of changes and challenges in digital learning environments were qualitatively analyzed and described. Also, quantitative measurements of students’ self-regulated learning abilities, collaborative learning disposition, and learning satisfaction were conducted and findings indicated that rural students showed significant differences compared to urban students in all three variables. Based on the results, educational implications and suggestions are discussed.

Assessing the Impact of an Instructional Design Course on Arabian Gulf University Distance Learning Students’ Instructional Design Competencies

This study investigated the impact of an instructional design graduate course (module) on the Arabian Gulf University graduate students’ learning outcomes represented in the instructional design general competencies generated by the International Board of Standards for Training, Performance and Instruction (IBSTPI) 1986. The study also sought to provide an analysis of the general instructional design competencies and performance statements including Knowledge, Skills, and Affective competencies that are necessary to achieve effective instructional design and development outcomes with a specific focus on distance teaching and training applications. The study used a developmental research method guided by ADDIE instructional design model on a sample of 22 graduate diploma and master students in the department of distance learning. Results of data analysis revealed statistically significant differences (P ≤ 0.05) between the students’ pre and post mean scores on instructional design general competencies scale in favor of the post administration. Data analysis results also indicated that students believed that the course content was realistic, clear, and useful. It links theory to its real and practical applications in the field of developing distance teaching and training materials. The huge content, the big effort required for successfully passing the course compared to other courses; as well as the short period of time allocated for studying the course materials represented the challenging part of the course. To improve the course outcomes in the future students recommended the need for an Arabic version of the workbook and renovation of the broken internet links related to course topics or replacing them with active ones.

특수교사의 수업설계 역량 요구분석

특수교사의 수업설계 역량 요구분석

Instructional Design Competencies for Online High School Teachers Modifying their own Courses

This study identifies competencies specific and beneficial to online high school teachers that are modifying their own courses. Existing instructional design standards, available to guide online teachers, are not only too numerous, they are also inconsistent. Moreover, a lack of clarity exists about which specific standards benefit this emerging professional group in the process of developing and revising their courses. The Delphi design enabled participants in related fields and separated by physical distance to make and refine judgments without stress and with anonymity, to achieve consensus on specific competencies. Based on this consensus, online high school educators now have a clearly defined set of instructional design competencies that will support modifying learning objects within their classes.

Instructional Design: Skills to Benefit the Library Profession

Librarians in many types of libraries frequently find themselves positioned as instructors in formal and informal educational settings. Librarians can help ensure that learner needs are better defined and addressed by gaining basic competency in instructional design (ID), an intentional process used to create effective, efficient educational and training programs. Additionally, instructional design skills have the potential to benefit librarians in nonteaching roles. This paper examines existing library literature to determine how librarians can benefit from ID skills and to identify core ID competencies for the profession, and suggests opportunities to investigate how librarians might best acquire these skills.

Towards a Curriculum Framework for Developing Teachers’ Personal Knowledge Management Competencies

This paper proposes a curriculum framework in pre-service teachers training program to develop Teachers’ Personal Knowledge Management competency. Supporting the sustainable development of teachers as professionals in the knowledge society is a critical issue in teacher education. Personal knowledge management (PKM) is an intertwined macro-competency that involves cognitive, metacognitive, information, social and learning competencies. If PKM skills are taught, acquired and utilized in each discipline across the curriculum, pre-service teachers can organize, integrate and transform random pieces of information systematically to generate and apply them as personal knowledge. The framework provides pre-service teachers with different degree of opportunities to carry out instructional design, lesson implementation and reflection through e-learning and collaborative action research activities. A self-response questionnaire was conducted to evaluate the courses. Results show that an authentic learning environment could be created to develop pre-service teachers’ PKM competencies for achieving effective learning. Keywords : personal knowledge management competencies, e-learning, collaborative action research, instructional design competency, teaching education

Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program

This research examined students’ selfreported proficiency in Instructional Design (ID) competencies using IBSTPI and AECT standards in order to assess the extent to which these standards are integrated in a university’s graduate ID program. Data were collected from a convenience sample of 34 students who completed Advanced Instructional Design Portfolio, a one-credit capstone course designed to prompt students to reflect on their achievement of program goals and objectives. Students reported they were most proficient in the Design (83.14%) and Development (75%) standards as defined by AECT and the Professional Foundations (78.71%) and Design and Development (72.39%) competencies as defined by IBSTPI. Students reported they were least proficient in the Utilization standard (62.73%) as defined by AECT and the Implementation and Management competency (59.16%) as defined by IBSTPI. The results also revealed the program courses that were most frequently credited for facilitating students’ achievement of ID standards and competencies.

Learning Study: nurturing the instructional design and teaching competency of pre-service teachers

This paper presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of Education programme of the biggest teacher education institute in Hong Kong. The course comprises a series of theory-based tutorials, supportive consultation meetings, and a research lesson practicum. To assess the effectiveness of the course, a framework of representation, decomposition, and approximation of practices was adopted to describe and analyse the teaching of practice. A total of 341 pre-service teachers participated in a quasi-experimental design questionnaire survey. A structural equation model was applied to explore the relationship between the activities of their learning process and their learning outcomes. Theory-based tutorials, consultative support, and research practicums are confirmed to be the predictors of learning outcomes which include instructional design skills, teaching competency, and clinical experience. This paper proposes Learning Study as a model to help pre-service teachers develop their instructional design skills and teaching competency.

Fostering Pre-service STEM Teachers' Technological Pedagogical Content Knowledge: A Lesson Learned from Case-based Learning Approach

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for <TEX>$21^{st}$</TEX> century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.