The instructional theory framework appears lost. Isn’t it time we find it again?

Abstract

Most researchers who design innovative digital learning experiences, and then conduct research that investigates the usefulness of those learning experiences, fail to fully apply the instructional theory framework (Reigeluth, 1983, 1999; Reigeluth & Carr-Chellman, 2009a) as the foundation of their designs and the focus of their research. This choice negatively impacts researchers’ design judgment (Boling, et al. 2017) and their credibility as the guarantor of design (Stolterman & Nelson, 2000). This ultimately leads to diffusion barriers when disseminating their digital learning innovations. The purpose of this paper is to help researchers and learning-experience designers overcome these diffusion barriers by embracing the instructional theory framework as the foundation for their designs and using six principles for conducting research aligned with the framework: (1) Know complex systems qualitatively, (2) Value the treatment design fundamentals, (3) Practice unbiased consideration of instructional methods, (4) Respect the instructional design iron triangle, (5) Differentiate between methods and media, and (6) Know your personal instructional design theory.