EdD Student Experience with Instructional Design Coursework

Abstract

Course instructors for EDC 6360: Instructional Design conducted research to learn more about EdD-LOC students' experiences with the course. We wanted to know how students perceive project-based learning (PBL) as an instructional method in a doctoral-level course. The purpose of this study was to determine how a project-based approach to learning instructional design supported doctoral students’ understanding of the course content and provided opportunities for professional application in the student's current and future professions. Initial findings revealed that doctoral students appreciate PBL in this context for a variety of reasons but primarily because the timely application of the course content informed their current professional roles and prepared them to confidently pursue future professional roles involving the design of instruction. 

McCall, M., Shelton, R. N., Crowley, B. N., & Ritter, K. (2023). Doctoral student perceptions of a project-based learning approach in an instructional design course. Impacting Education: Journal on Transforming Professional Practice, 8(3), 1–9. https://doi.org/10.5195/ie.2023.366 

McCall, M., Shelton, R. N., & Crowley, B. N. (2023, March 28). Educators’ perceptions of engaging in project-based learning in a doctoral-level course to design professional development [Presentation]. Association of Teacher Educators Annual Meeting, Jacksonville, FL

Research Team

Madelon McCall
Ryann Shelton
Brandy Crowley