The shift from face-to-face instruction to other technology-mediated delivery environments brings changes to both organizational structures and instructional design processes. Instructional designers in United States colleges and universities to should rethink methods of designing, developing, and supporting instructional design activities within their institutions in order to best design instruction utilizing shifting instructional delivery media. This mixed methods study examined organizational structures and the instructional design activities taking place within these structures. Study results determined the frequency with which specific instructional design activities take place varies from organizational structure to organizational structure. The study examined the strengths and weaknesses of each organizational structure as perceived by those responsible for design and development of instruction. The most common instructional delivery method for which participants have responsibility is hybrid delivery. A shift has taken place from traditional faculty centered structures to alternate structures providing varying levels of instructional designer support or control over instructional design processes. The results seemed to indicate that in a faculty centered structure the content and quality of instruction can vary among campuses of the same institution and even among sections of the same course on a given campus. Lack of quality in instruction under a faculty centered structure was the greatest weakness identified.
|Adviser||Sonja A. Irlbeck|
|Subjects||Instructional design; Educational leadership; Higher education|
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