Instructional Designers and Their Use of Self-Regulated Learning Practices in Higher Education

Instructional Designers are informal leaders in higher education and play a critical role in maintaining the high quality of education expected from these institutions. Yet, there is minimal research on Instructional Designers and their integral role in higher education. The purpose of this study was to investigate how Instructional Designers use self-regulated learning (SRL) strategies in their practice. The study used a qualitative approach with multiple methods – semi-structured interviews and review of an online learning module. Five Instructional Designers at a university in Ontario, Canada were interviewed to gain insights about their perceptions of SRL and their use of SRL strategies in instructional materials. Participants reviewed an online learning module to demonstrate and apply their knowledge of SRL, identifying features within the module that would prompt SRL skills in students. Results of the study suggest that Instructional Designers have some form of declarative and procedural knowledge of SRL. Participants described SRL as critical for students in terms of designing personalized learning plans, becoming lifelong learners, and developing critical thinking and problem-solving skills. Participants incorporated SRL into their work through the design of courses and of online learning modules. In addition, participants were able to identify various features within the online learning module that would prompt SRL in students. However, this knowledge of SRL is not the result of instructional design training, but other educational and professional endeavors undertaken before entering the profession (e.g., Bachelor of Education, Master of Education, independent professional development). Most Instructional Designers use their professional experiences, intuition, observations of what they have seen others do, and past experiences as a learner in combination with learning theories and SRL strategies to design courses and instructional materials in higher education.

Department dc:contributor.department

Education

Year dc:date.issued

2024

Author dc:creator

• Stephens, Lynsee

Advisor dc:contributor.supervisor

• Stockley, Denise

• Instructional Design
• Instructional Designers
• Self-Regulated Learning
• Learning Theories
• Higher Education

Language dc:language.iso

eng

Handle dc:identifier.uri

https://hdl.handle.net/1974/33443

OAI identifier oai:identifier

oai:queensu.scholaris.ca:1974/33443