THE ROLE OF INSTRUCTIONAL DESIGNERS IN RESEARCH ON TEACHING AND LEARNING

1. THE ROLE OF INSTRUCTIONAL DESIGNERS IN RESEARCH ON TEACHING AND LEARNING

2. This presentation will include: • A brief overview of the study • Selected results from the study • Takeaways from the study

3. Overview There is little attention in the literature on the role of instructional designers in research on teaching and learning. Anecdotal evidence suggested that instructional designers may feel underprepared to collaborate with faculty on teaching and learning research. The Ecampus Research Unit engaged in a national study to explore the research engagement and training of instructional designers in institutions of higher education. The study targeted instructional designers with a range of experience levels and training backgrounds from campuses all over the United States.

4. Timeline and survey Recruitment: four weeks starting in late March 2017 Survey instrument: Online, 60 questions Response: 311 instructional designers

5. Description of respondents 69.8% 79.4% 63.7% 62.4% identify their race/ethnicity as White identify their gender as female reported a Master’s Degree as their highest degree work at a university granting PhD/MD/JD/EdD degrees 48.9% have experience working at a single higher education institution as an instructional designer

6. Years of experience engaging in academic research (in and out of ID roles)

7. Experience with research design tasks Top 3 tasks

8. Current engagement in research 49.2% respondents were currently engaging in research

9. Top 5 research methods and designs for research on teaching and learning 64.7% 61.4% 51.6% 47.1% 45.8% Qualitative Survey Research Quantitative Interviews Mixed Methods Note. N=153.

10. Research as an official job responsibility Does your job description include conducting research on teaching and learning? Is research currently part of the evaluation of your work as an instructional designer? 24.8% 24.8% 21.5% Yes Yes

11. Research as an official job responsibility 43.4% are expected to collaborate as a team member on research on teaching and learning 21.0% are expected to independently conduct research on teaching and learning

12. Why instructional designers think they should further develop their research skills

13. Degree to which knowledge in research design and methods enhances the work of an instructional designer 35.4% 1.0% 5.1% 25.1% 33.4% Not at all A little Somewhat Quite a bit A great deal

14. Knowledge of research enhances credibility “Research is an integral part of the enterprise of the institution. Instructional Designer engagement in research furthers the field and adds to their credibility.” “Understanding how to measure outcomes of the learning we design is hugely beneficial in creating more effective learning and iterating on those designs. It also helps immensely with credibility when working with faculty and explaining decisions to students.”

15. Level of confidence in completing a range of research tasks Write research question Complete literature review Choose appropriate study design to align w/ research question Conduct interview for research purposes Conduct focus group for research purposes Conduct observation for research purposes Code qualitative data

16. Level of confidence in completing a range of research tasks (continued) Complete Institutional Review Board (IRB) paperwork Create survey instrument for research purposes Validate survey instrument Choose appropriate statistical test to analyze data Clean data Use archival data for research purposes

17. Top 3 instructional designers’ research dissemination outlets 69.5% 64.3% 61.0% Internal presentation at your institution Conference presentation (national) Conference presentation (regional) Note. N=154.

18. When collaborating with faculty on research on teaching and learning, IDs are confident with: 1.9% do not feel confident 17% A lot of direction 21.5% No direction 37.3% 22.2% Some direction Little direction

19. Perceived barriers to research on teaching and learning 41.1% Research logistics Time 10.3% 8.6% Collaboration barriers Institutional barriers 26.5% Lack of support or mentoring 8.1% Not in job description 17.8% Lack of experience or training 16.8% Note. N=185.

20. How IDs pursued training in research design and methodology 44.4% Formal coursework for credit Conference workshops and sessions 40.2% 34.7% Reading 31.8% Collaborating with others Webinar(s) 31.2% Not pursued additional training 28.6% MOOCs 18.0% 16.7% One-on-one mentorship Continuing education (non credit) 13.5% Professional organization certification 11.6% Graduate certification (for credit) 10.3% Software certification 4.8%

21. Engagement in additional training Need more training Planning to engage in training Currently engaging in training

22. Takeaway #1 Many instructional designers want to collaborate on teaching and learning research with faculty and their peers. Opportunity: Recognize instructional designers as potential researchers and partners in teaching and learning research projects.

23. Takeaway #2 Many instructional designers feel under-prepared to engage in research on teaching and learning. Opportunity: Provide professional development opportunities for instructional designers to learn more about research designs and methods related to researching teaching and learning.

24. Takeaway #3 Although research on teaching and learning is not included in the job descriptions of the majority of instructional designers, a large number are engaging in research collaborations. Opportunity: When appropriate, formally recognize the research engagement of instructional designers by including this work in their job description and in their evaluation criteria.

25. Takeaway #4 Instructional designers face a range of obstacles when attempting to engage in research on teaching and learning. Opportunity: Review institutional policies for conducting research on teaching and learning research to ensure that instructional designers are not unnecessarily excluded from this work.

26. Takeaway #5 The majority of instructional designers in this study think that knowledge of research design and methods enhances their work and that they will be perceived as more credible if they are conducting research on teaching and learning. Opportunity: Embrace the identity of instructional designers as researchers by creating space to read scholarly literature, engage in research projects, and collaborate with partners on research designs, analyses, and dissemination.

27. To learn more and access the report: http://ecampus.oregonstate.edu/research/study/research-instructional-designers/

28. QUESTIONS?

29. Online Learning Efficacy Research Database The Ecampus Research Unit created a searchable database that houses efficacy research studies that compare the modalities of online, hybrid/blended, and face-to-face classrooms. Find it here: ecampus.oregonstate.edu/ research-database

30. Research in Action podcast A weekly podcast about topics and resources related to research in higher education. Full transcripts and show notes are provided with each episode. http://ecampus.oregonstate.edu/research/podcast/