The use of the CASVE cycle to explain the variation of occupational knowledge based on characteristics of instructional design among instructional designers at various career levels

Research has suggested that the most effective model for teaching instructional design to novices is to create a learning environment that promotes the development of competencies necessary to cultivate professional identities that align with the expectations of the field, develops reflective thinking skills, (Tracey, Hutchinson, & Grzebyk, 2014), and one that, among other things, advances the student’s problem-solving skills (Hardre, Ge, and Thomas, 2006). However, some researchers have suggested that contemporary teaching approaches are too focused on developing individuals to be technically competent (Yusop & Correia, 2012) and aren’t effectively preparing instructional design novices for their future roles (Villachica, Marker, & Taylore, 2010). Because of the debate among content and methods, more needs to be understood about the actual characteristics and heuristics used during problem-solving and decision-making by instructional designers in various levels of expertise. This would help decipher what design and content should be included in an effective learning environment conducive to developing novices. A mixed-method research design will be used to investigate the use of characteristics by instructional designers during problem-solving and decision-making and in doing so, test the theories of expertise development and the CASVE cycle of the Cognitive Information Processing Approach to Career Problem Solving and Decision-Making (CIP approach). The intention is to better understand how an individual’s decision-making characteristics change as they move from novice instructional designers to expert designers as well as provide the appropriate decision-making knowledge needed by novices at the beginning of their development. Data collected from questionnaires and interviews on the characteristics utilized by instructional designers provides a knowledge base that higher education institutions can use to improve the design and curriculum of their instructional design programs and better understand the characteristics that their students most likely possess and will need in the future. The study will focus on how instructional designers with different levels of experience and expertise would rank the importance of various instructional design characteristics.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Human Resource Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2020

Author dc:creator

• Best, Kelly J

Contributors dc:contributor

• Huang, Wen-Hao David
• Hawkins, Thomas
• Kuchinke, K. Peter
• Oh, Eunjung Grace

• instructional design
• heuristics
• characteristics
• problem-solving
• decision-making
• expertise development

Statement dc:rights

• Copyright 2020 Kelly Best

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/108141

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/108141