An investigation of instructional systems design practice via esurvey methodology.

Abstract

An esurvey was designed to be implemented via the Internet and targeted toward a large, heterogeneous population of Instructional Designers and developers from educational, corporate, government, and technical environments. The overall goals of the study included contributing to the evolving research foundation of Instructional Systems Design (ISD) models, practices, and measurement. Respondent data sets were analyzed according to two different grouping structures. The first grouping structure concerned the number of years experience in working with ISD projects where respondent data sets were grouped into three categories, Novice, Intermediate, and Expert. The second group structure categorized the data according to three levels of ISD project complexity. Analysis of Variance procedures and the Newman-Keuls Multiple Comparison test were performed for each of the seventeen ISD activities represented in the esurvey instrument. The data results included three findings of statistical significance at the 0.05 level. Statistically significant differences were found between the Novice mean and the means for both the Intermediate and Expert groups for the ISD activity, "Determines if the need can be solved by training"; the Novice group rated this item significantly lower than did the Intermediate and Expert Groups. For the ISD item, "Selects instructional strategies", the High Level Complexity group responded significantly differently than did the Medium Level Complexity group, with this activity receiving higher ratings by the High Level Complexity group. Also when grouped by Project Complexity Levels, the mean responses to the ISD item, "Conducts individual trials of instruction before completion" were found to be statistically significant between the Low Level Complexity group and the High Level Complexity group. In addition to these findings of statistical significance, a rich array of qualitative comment data was provided by the esurvey respondents. Three general themes were identified within the comment data. The respondents indicated that when ISD is successfully used, they generally have an accepted model or procedures of conducting ISD which are used to guide the process. The respondents also clearly indicated that the barriers to successful implementation of the ISD activities included contextual and resource issues such as client and management support, sufficient time, and adequate funding. An additional theme was indicated concerning the use of ISD activities within the academic and university environments. Although not specifically asked to identify this type of environment, a group of respondents provided vivid information concerning special concerns and problems with the practice of ISD in the academic context.