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This qualitative study investigated the extent to which a diverse sub-set of e-learning designers were aware of UX principles and practices, where their e-learning design practices overlapped with established UX practices, and where UX principles might benefit e-learning designers. E-learning has grown dramatically as an area of focus in instructional design within the last decade and a half. This growth suggests a need for a better understanding of design tools, concepts and principles that can guide an e-learning designer to design better and more effective instruction. One field of design that has potentially had an impact on e-learning design recently is user experience (UX) design. Both fields of UX and e-learning are concerned with designing interactions with technology, but while there are some shared ideas and terms between the two, there has been no research into the perceptions and understanding of UX tools by practicing instructional designers. Nine professional e-learning designers were interviewed to understand their perspective and experience.The findings of this study resulted in four themes and several subthemes. In general the participants of the study were not familiar with the formal practices of UX design. Many were also not familiar with several of the seminal works of the UX design field. The emergent themes suggest there are similar concerns between UX design and e-learning design. There were varying perceptions of the role of an e-learning designer as well as a broad spectrum of perception of what qualifies as good e-learning design. Participants reported the e-learning design field has numerous practitioners who lack formal training in instructional design principles in addition to limited training in other design disciplines. Participants also discussed constraints that could impact their ability to embrace UX practices. Findings suggest e-learning design practitioners and students of the field would likely benefit from a greater awareness of, or even formal training in UX practices. Additional research into the shared practices of UX and e-learning design could also likely open new opportunities to advance the practice of e-learning design.

A widely employed instructional design approach, the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, has been one of the most popular and well documented instructional design models (Wilson, Jonassen, and Cole, 1993) for decades. Despite its widespread use, Thiagarajan, a leading instructional technologist, asserts that ADDIE, as an instructional design approach, is comparable to an outdated 1950's manufacturing model (Zemke, 2002). Since the 1950's, manufacturing has evolved, focusing initially on reducing inspection or evaluation costs and later on shifting these cost improvements throughout the organization. Just as manufacturing models and their application have evolved, service operations models such as instructional design models and especially their application are evolving. This dissertation reviews these changes in manufacturing models and associated service operations models in order to examine how these changes have informed instructional design models such as ADDIE and their usage in practice by those attempting to design conditions for learning and to create associated learning objects. In order to better understand how this shift may be applied to both theory and practice in instructional design, this dissertation uses an exploratory case study methodology to examine best practices in the inspection/evaluation process employed during the development of courses. This methodology reflects procedures used in a major study (Institute for Higher Education Policy, 2000). They followed a three-step process, which included a comprehensive literature review, the identification of subjects that "have substantial experience and are providing leadership in distance education." (p.9), and surveying leaders. In similar fashion, during the first phase of the study reported in this research, quality management and instructional design literature is reviewed. In the second phase, the case study subject, the Center for Instructional Design at a major university is selected. In the third phase, instructional design practices used at the Center were studied and areas for reducing inspection/evaluation costs were identified. Principles and methods surmised from the literature reviews and the case study research are presented along with application examples from the case study. These principles and methods illustrate how ADDIE has evolved and continues to be a viable model for the creation of instruction.

A year-long longitudinal study was conducted to quantify different types of teaching in the beginning of the year, and the effect of those choices on end of year instructional practices and student outcomes. Teacher practices were organized around the fidelity of implementation to the Responsive Classroom (RC) program (Northeast Foundation for Children, 2009). Most notably, a central RC tenant entitled “the first six weeks” was examined. RC is a universal prevention program that previously has been categorized as a Tier I social-behavioral program for students when considered within an RTI model (Elliott, 1999). Twenty-seven teachers from the New England region and 179 students participated. The Academic Competence Evaluation Scales (ACES), teacher-form (DiPerna & Elliott, 2000) was used to measure student outcomes. The Classroom Practice Measure (CPM; Rimm-Kaufman et al., 2007) was used to measure level of RC implementation. Finally, to quantify teaching behavior, a momentary time-sampling observation, called the Teaching Observation Tool (TOT; Marcotte, Klein, & Solomon, 2010), was implemented. Results from a series of multilevel models utilizing students nested within teachers indicated that both a constant, high level of instructional time and investment in environmental management time in the fall results in higher levels of student reading (significant) and math achievement (non-significant) in the spring, and lower levels of time spent correcting behavior. Teachers with large discrepancies in instructional time from fall to spring and teachers who failed to release environmental control to students over time had students with lower levels of reading and math growth. Relationships between the CPM, ACES, and the TOT indicate that RC is significantly correlated with increases in student reading achievement and motivation beyond what would be expected of a teacher that does not implement RC. However, in contrast to past research, RC in this study was not correlated with teacher reported improvements in social skills. Implications for practice and directions for future research are discussed.

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The global COVID-19 pandemic plunged higher education, and particularly its teaching modalities, into unprecedented turmoil compelling unintended recourse to remote instructional modalities which have become widely known as Emergency Remote Teaching (ERT). To ensure continuity of learning, institutions of higher education resorted to just-in-time instructional design strategies that spawned significantly divergent nuances in a confounding spectrum. Stress levels among faculty and students soared as a result. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education. These themes were compared with the tenets of an existing just-in-time Instructional Design framework, the Rapid Instructional Design. Differences and similarities were identified in order to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost for all stakeholders of education in higher institutes of learning, and especially for instructional designers (IDs), faculty, administrators, and policy makers. / Doctor of Philosophy / The impact of the global COVID-19 pandemic on institutions of higher learning was unprecedentedly tumultuous. Stress levels among faculty and students soared as a result. While most of higher education institutions sought continuity of instructions and learning, there was the need to switch into an emergency remote mode of teaching that necessitated just-in-time instructional design interventions. These interventions spawned significantly divergent nuances in a confounding spectrum. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education during the pandemic. The themes were matched with the tenets of an existing just-in-time instructional design framework, the Rapid Instructional Design. The differences and similarities that emerged were identified to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost not only for designing instructions for emergency teaching, but for any just-in-time instructional design need to all stakeholders of education in higher institutes of learning, and especially for IDs, faculty, administrators, and policy makers.