This mixed-methods single case study explored how outcome-based instructional design can be used to incorporate social software into an existing e-learning course. Pre-service teachers enrolled in a teacher education program at a Canadian university volunteered to participate in a study where social software was incorporated into a foundations course to facilitate digital literacy development, social objects production, and reflection on how these experiences connect to future teaching practice. The instructional design process was guided by a conceptual framework and informed by W(e)Learn, a well-tested e-learning design and evaluation framework. The quantitative and qualitative data were collected from the instructional designer’s journal, participant surveys, course records and interviews. Findings provided a comprehensive view of the effectiveness of outcome-based instructional design. In general, participants achieved the expected learning outcomes for this study. There were also unexpected outcomes. For example, some learners created a virtual community of practice. Some learners had an influence on their in-service teacher’s use of social software in teaching and learning. The findings supported the literature that states an outcome-based instructional design approach can facilitate learning. The findings also revealed why participants used social software in their teaching (e.g. awareness, usefulness, and school environment). In addition, these findings can inform school board policy with regard to supporting the use of social software in teaching and learning. The integration of qualitative and quantitative findings revealed convergence and divergence between the two types of data. In addition the findings informed directions for further research, including the relationship between learners’ satisfaction and learning experiences as well as the achievement of learning outcomes. The corroboration of data also identified specific effective and iii imperfect areas of the instructional design strategies, which, in turn, informed the revision of the conceptual framework for outcome-based instructional design. This study found W(e)learn to be effective in guiding outcome-based instructional design and analyzing the achievement of expected learning outcomes. The study also contributes to theory by recommending the inclusion of two new elements into W(e)learn. Painstakingly recording the instructional design process in a journal resulted in documented practical information and lessons learned that may guide and benefit instructional designers and educators who want to incorporate software into their learning activities.

This mixed-methods single case study explored how outcome-based instructional design can be used to incorporate social software into an existing e-learning course. Pre-service teachers enrolled in a teacher education program at a Canadian university volunteered to participate in a study where social software was incorporated into a foundations course to facilitate digital literacy development, social objects production, and reflection on how these experiences connect to future teaching practice. The instructional design process was guided by a conceptual framework and informed by W(e)Learn, a well-tested e-learning design and evaluation framework. The quantitative and qualitative data were collected from the instructional designer’s journal, participant surveys, course records and interviews. Findings provided a comprehensive view of the effectiveness of outcome-based instructional design. In general, participants achieved the expected learning outcomes for this study. There were also unexpected outcomes. For example, some learners created a virtual community of practice. Some learners had an influence on their in-service teacher’s use of social software in teaching and learning. The findings supported the literature that states an outcome-based instructional design approach can facilitate learning. The findings also revealed why participants used social software in their teaching (e.g. awareness, usefulness, and school environment). In addition, these findings can inform school board policy with regard to supporting the use of social software in teaching and learning. The integration of qualitative and quantitative findings revealed convergence and divergence between the two types of data. In addition the findings informed directions for further research, including the relationship between learners’ satisfaction and learning experiences as well as the achievement of learning outcomes. The corroboration of data also identified specific effective and iii imperfect areas of the instructional design strategies, which, in turn, informed the revision of the conceptual framework for outcome-based instructional design. This study found W(e)learn to be effective in guiding outcome-based instructional design and analyzing the achievement of expected learning outcomes. The study also contributes to theory by recommending the inclusion of two new elements into W(e)learn. Painstakingly recording the instructional design process in a journal resulted in documented practical information and lessons learned that may guide and benefit instructional designers and educators who want to incorporate software into their learning activities.