An analysis of a decade of research in 10 instructional design and technology journals

In this paper, we review findings from an analysis of the past decade (2001–10) of research in 10 major journals in the field of instructional design and technology. Each research paper published in these journals during this decade was categorized according to its focus or methodology, topical keywords, authorship and citation trends; and the findings were aggregated across all of the journals to show trends over the last decade. We found there is a strong emphasis on technology‐related issues, distance education, communication strategies and instructional methods over cognitive‐related topics and learning issues. There is a strong history of theoretical inquiry and a fairly even balance of qualitative and quantitative research being published, with other research methods emerging. However, there are distinct differences in methodological stances among the journals. We also found some evidence that the Institute for Scientific Information Impact Factor may not be the best indicator of impact quality for journals in our field.     

An analysis of the scholarly productivity of instructional technology faculty

The resumés of 132 instructional technology (IT) faculty were analyzed in an effort to assess the scholarly productivity of IT faculty. Faculty were surveyed to identify leading basic and applied IT journals and to determine overall publication patterns. The findings indicate that individuals who are now full professors have a higher publication rate than faculty at lower ranks in instructional systems/educational technology programs. On an annual basis, individuals in educational psychology programs published more applied, basic, and overall research than faculty in other academic affiliations.     

Research trends in instructional design and technology journals

Using the online Scopus database, we retrieved all instructional design and technology (IDT) scholarship between 2007 and 2017 across 65 journals. In this paper, we analyzed the research and trends in this corpus of IDT scholarship and investigated the top cited papers, keywords, authors, publishing countries and publishing universities. We also analyzed the effect of collaboration on citation numbers as well as how journal citation metrics differ across databases (eg, Scopus, Google Scholar). The field of IDT is broad and diverse, and this paper plays an important role in providing a glance into the past to understand scholarship trends. Knowing our history can help us reassess where we should go moving forward as the field continues to grow in the 21st century.     

Enhancing instructional design and technology academic programs: A summary of the fifth meeting of the professors of instructional design and technology

Conclusions The fifth meeting of the Professors of Instructional Design and Technology provided a forum for members of the IDT academic community to discuss the trends, issues, and problems facing the field. The meeting was successful in that it helped to facilitate the exchange of information among PIDT members from a variety of programs and settings. The meeting also encouraged the enhancement of academic programs in IDT. The annual meeting of PIDT covered a variety of issues that are of interest to the profession. While many of these issues have been discussed before, the profession will move ahead by continuing to identify challenges and by finding ways to implement solutions to those challenges.     

An implementation study of a TPACK-based instructional design model in a technology integration course

The purpose of this study was (a) to develop an instructional design model for preservice teachers’ learning of technological pedagogical content knowledge (TPACK) in multidisciplinary technology integration courses and (b) to apply the model to investigate its effects when used in a preservice teacher education setting. The model was applied in a technology integration course with fifteen participants from diverse majors. Data included individual participants’ written materials and TPACK survey responses, group lesson plans, and the researchers’ field notes. The data analysis results revealed that: (1) the participants had difficulties understanding pedagogical knowledge (PK), which hindered their learning of integrated knowledge of TPACK and (2) their learning of TPACK was the combination rather than the integration of PK, technological knowledge, and content knowledge. Suggestions and implications for refining the model and future research possibilities are discussed.     

绩效技术在教学设计中的应用初探

绩效技术在企业培训中的广泛应用和发展引起了教育技术界的关注．本文通过对绩效技术的概念和基本模型的介绍．分析了绩效技术和教学设计的关系．最后给出了将绩效技术应用于教学设计的案例和注意事项。     

A history of instructional design and technology: Part I: A history of instructional media

This is the first of a two-part article that will discuss the history of the field of instructional design and technology in the United States. A definition of the field is provided and the major features of the definition are identified. A rational for using instructional design and technology as the label for the field is also presented. Events in the history of instructional media, from the early 1900s to the present day, are described. The birth of school museums, the visual and audiovisual instruction movements, the use of media during World War II, and the interest in instructional television, computers, and the Internet are among the topics discussed. The article concludes with a summarization of the effects media have had on instructional practices, and a prediction regarding the effect computers, the Internet, and other digital media will have on such practices over the next decade. Portions of this article are from a chapter that will appear inTrends and Issues in Instructional Design and Technology (Reiser & Dempsey, in press). Some segments of the article previously appeared in a book chapter by Reiser (1987).     

Advancements in instructional design theory: Contextual module analysis and integrated instructional strategies

In the past decade, research and theoretical advancements in both cognitive science and instructional technology have led to updates in instructional design theory. In this article, we review two areas in which the updates make important contributions: information analysis for higher-order cognition, and instructional strategies to improve acquisition of such higher-order processes. From our reviews of the literature, we propose procedures for conducting a contextual module analysis and designing integrated instructional strategies. An additional purpose of the article is to demonstrate the need for researchers in educational technology to lead in the discovery of theories contributing to acquisition of higher-order cognition.     

An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in practice

Educational technology research and development - The purpose of this qualitative study was to examine how learning design and educational technology degree programs prepare students to evaluate in...     

An analysis of the integration of instructional technology in pre-service teacher education in Zimbabwe

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate IT into their instruction, and the constraints they face. Twenty-one lecturers in the colleges of education at three universities participated. The data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive, employing Miles and Huberman’s interactive data analysis model. Findings show that lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages. Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and the lack of appropriate initial and continuous staff development. This study is part of the nucleus of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe.     

Doctoral dissertations in instructional design and technology, 1977 through 1988

This is a summary of data on doctoral dissertations completed in instructional design and technology programs over the period 1977–88. During this period, 1,518 dissertations were completed at 46 different institutions, with nearly half completed at only 7 institutions. The 1,518 dissertations were chaired by 286 different professors, but approximately half were chaired by just 39 professors. The number per professor ranged from 89 to 1. Output was fairly steady over the 12 years, averaging 127 per year, with a low of 106 in 1980 and a high of 149 in 1983 and 1985.