Doctoral Research Consultations are live, one-on-one sessions that provide in-depth, high-level, and customized research assistance with a reference librarian. These sessions are most beneficial for students working on a capstone, thesis, or dissertation.
The purpose of this sequential exploratory mixed methods study was to identify the job roles of instructional designers in higher education and to define archetypes for the identified job roles. Author: Erick T. Hilbert, Northcentral University.
The purpose of this study was to investigate the perception of informal learning strategies among ID/PI practitioners on two levels: the practitioner (professionals facilitating informal learning) and the organization (an entity supporting informal learning among employees). Author: Alison L. Moore, The Florida State University.
This qualitative case study describes the communication conflicts experienced among an instructional designer and three graduate-level faculty members of a higher education institution that prepares students for healthcare professions. Author: Anadel Castro-Figueroa, Capella University.
The specific problem this study addressed was the inconsistent effectiveness of VW instructional designs possibly caused by uncertainty about best practices for designing courses for virtual environments. Author: Timothy Scanlon, Northcentral University.
The quantitative correlational study examined principals’ curriculum and instructional design practices in relationship to cultural responsiveness and high performance schools. Author: Marsha R. Reece, Keiser University.
The study describes instructional strategies for procedural, active learning, and cognitive constructivist instructional strategies in problem-based learning. Author: Lenore P. Markman, Capella University.
The purpose of the study was to investigate whether storytelling can be utilized as an instructional strategy to enhance undergraduate learners’ critical thinking outcomes in an online general education Cinema course in the community college setting. Author: Margaret M. Roidi, Capella University.
The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Author: Patricia K. Gibson, Northcentral University.
This dissertation explores why undergraduate music theory students may not be motivated in their classes and how we can begin to improve music theory pedagogy by addressing the negative preconceptions surrounding the subject and changing student motivation. Author: Meghan M. Naxer, University of Oregon.
This research was designed to investigate the recent development of the competency-based education movement in the United States through the lens of instructional design and to identify the role of instructional design in CBE programs. Author: I-Pang Fu, The Pennsylvania State University.