Abstract
In the wake of COVID-19 and the additional expectations for teachers to navigate the complexities of teaching using technology-enhanced approaches, the researchers at a small, private university in South Carolina found an increase in teacher enrollment within their graduate-level program focused on instructional design and e-Learning. The first cohort, comprised largely of corporate trainers, higher education professionals, and State employees, was soon joined by a second cohort in 2020 in which K-12 teachers made up 50% of the enrollment total. In inquiring with both trainers in a corporate environment and K-12 teachers, the rationale for joining the program was due to the impact of online or blended learning approaches on their work, even though they largely worked in an in-person learning environment. As graduate students finished the program, we began to ponder what impact instructional design practices geared for a largely online or blended learning environment would have on in-person teaching and training approaches. Research around in-person classrooms and areas within the discipline of instructional design has largely focused on the use of instructional technologies and their impact on teaching and learning practices (Ross, 2020; Sangkawetai et al., 2020). While there has been some research on the use of instructional design approaches in classroom settings (Boukhechba & Bohania, 2019) or to guide pre-service teachers (Alromaih et al., 2022), the understanding of how instructional design concepts might inform in-person instruction remains limited. This study sought to understand how completing a graduate-level instructional design program impacted educational roles where online learning was not the primary learning environment. The aim was to understand how instructional design practices and competencies might influence in-person teaching approaches and experiences.
Recommended Citation
Watts, Tyler; Smith, Richard; and Pugh, April White
(2024)
"Instructional Design Applications within the In-Person Classroom Teachers,"
Teacher Education Journal of South Carolina: Vol. 17:
No.
1, Article 8.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol17/iss1/8