The purpose of this mixed-method study, using Delphi and content analysis approaches, was to determine whether differences exist between the current International Board of Standards for Training, Performance, and Instruction (IBSTPI) instructional systems design (ISD) competencies and the competencies for the e-learning instructional systems designer (ISD), to identify the competencies unique to the e-learning ISD, and to establish an e-learning ISD competency model. The Delphi results suggested that while the IBSTPI ISD competency model forms the foundational competencies for the e-learning ISD, human performance technology (HPT) and technology-based competencies are also relevant to the e-learning ISD role. A 60-day content analysis of job posting for e-learning ISDs served to corroborate the Delphi findings and test the hypothesis that the competencies required for e-learning ISD and traditional ISD differ. The content analysis data suggested while both e-learning ISD and traditional ISD job postings placed similar emphasis on traditional pedagogical skills within the traditionally ISD analysis, design, development, implementation, and evaluation (ADDIE) model, the e-learning ISD job postings were more oriented toward technology-based tasks and tools. From these data, a competency model for the e-learning ISD was developed.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 69/02, Dissertation Abstracts International|
|Subjects:||Adult education, Continuing education, Educational software, Curricula, Teaching|
|Keywords:||Competency model, E-learning, IDT, ISD, Instructional design, Instructional systems design, WBT|
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