Search results for author:"Stephen C. Yanchar"
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You may get more results with author:"Stephen C. Yanchar".
Educational Technology Vol. 56, No. 1 (2016) pp. 14–21
Critical discussions within the field of instructional design have addressed the roles and competencies of designers, as well as the nature of design work per se. This article presents an overarching metaphor--namely, instructional design as a...
"There's Got to Be a Better Way to Do This": A Qualitative Investigation of Informal Learning among Instructional Designers
Educational Technology Research and Development Vol. 62, No. 3 (June 2014) pp. 271–291
This study employed a qualitative research design to investigate informal learning among practicing instructional designers. Prior research has examined how instructional designers spend their time, make decisions, use theory, solve problems, and so ...
Educational Technology & Society Vol. 18, No. 4 pp. 424–434
This qualitative study explored the nature of informal learning in professional instructional designers' everyday work activities. Based on intensive interviews with six full-time practitioners, and using a hermeneutic form of data analysis, this...
TechTrends: Linking Research and Practice to Improve Learning Vol. 62, No. 2 (2018) pp. 152–157
We present a qualitative study of the tension between manipulative and cooperative approaches to instructional design. We found that our participants struggled to resist manipulative tendencies in their work contexts. More specifically, our findings ...
Educational Technology Research and Development Vol. 59, No. 3 (June 2011) pp. 383–398
This paper presents the concept of "critical flexibility" as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) ...
Journal of Computing in Higher Education Vol. 30, No. 1 (2018) pp. 111–124
This study employed a hermeneutic investigative approach to determine instructional designers' underlying views of learner responsibility for their own learning, and how those views informed design practice. Prior research has examined how...
Educational Technology Research and Development Vol. 53, No. 2 (2005) pp. 84–98
This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We ...
Educational Technology Research and Development Vol. 59, No. 6 (December 2011) pp. 885–907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert...