Translating Quality into Practice: Insights from South African Instructional Designers
DOI:
https://doi.org/10.25159/2663-5895/16891Keywords:
Community of inquiry, instructional design, online learning material, curriculum design, quality guiding documentsAbstract
The instructional design profession is on the rise in African higher education, but research on instructional designers' practices in Africa is limited compared to in the Global North. Contextual factors play a vital role in shaping instructional design approaches, and understanding how instructional designers perceive and ensure the quality of online learning materials is crucial. This study explores the perspectives of experienced South African instructional designers on quality, particularly in terms of pedagogy, during the creation of online learning content. Using the ADDIE model, and Margaryan, Bianco, and Littlejohn's 10-principle framework expanding the work of Merrill, the study conducted in-depth interviews with nine proficient instructional designers. While it was expected that instructional designers would rely on standardised quality assurance tools, the findings revealed a more eclectic approach, with designers drawing from various resources when crafting online learning materials. A key focus for these designers was establishing “human connectedness” through the intentional incorporation of teaching presence and collaborative learning activities. The quality principles mentioned align with the community-of-inquiry model, ensuring sound pedagogical practices in online education.
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