Tensions on Instructional Design of on-line courses in Higher Education
DOI:
https://doi.org/10.21556/edutec.2019.69.1381Keywords:
Instructional Designers, Instructional Design, Activity Theory, Educational Technology, Higher EducationAbstract
This article presents the results of a qualitative study that seeks to describe the professional context of instructional designers working in Higher Education institutions in North-East Mexico. For this study, 12 instructional designers working in 3 different institutions participated in data collection. Based in Activity Theory, and Content Analysis, five tensions were identified in the context of this study: (1) delayed work deliveries, (2) lack of recognition, (3) transfer of responsibility and workload, (4) confusion of roles and (5) refusal of pedagogical support. These findings indicate the tasks and responsabilities of Instructional Designers are still unknown to professors and content experts in the North-East Mexico región.
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