Dissertation - NLU Access
Ed.D. Doctor of Education
Higher Education Leadership
Dr. Jaclyn Rivard
Dr. David SanFilippo
Dr. Ying Liu
Disputes and misunderstandings between faculty members and instructional designers have been an ongoing challenge in higher education course design. This quantitative study sought to facilitate the course design process by examining the relationship between teaching perspectives and preferences for instructional design support. Study participants with prior course design experience completed the Teaching Perspectives Inventory and an online survey to self-identify their preferences for different types of instructional design support. Results indicated that there was no statistically significant relationship between dominant teaching perspectives and preferences for instructional design support. This study did find a statistically significant relationship between age, higher education working experience, and the number of courses previously developed. As any of these three variables increases, the perceived value for different types of instructional design support decreases. Twenty-seven individuals participated in the study resulting in an overall low statistical power for the entire work. While this study did not find a relationship between teaching perspective and preferences for instructional design support, it is possible that a relationship does exist, but that this study did not find it.
Boen, Anthony L., "Teaching Perspectives & Preferences for The Role of the Instructional Designer" (2022). Dissertations. 674.
Available for download on Friday, June 27, 2025