Adnan, N. H., & Ritzhaupt, A. D. (2018). Software Engineering Design Principles Applied to Instructional Design: What can we Learn from our Sister Discipline? TechTrends, 62(1), 77–94. https://doi.org/10.1007/s11528-017-0238-5
Abstract: The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional designers could employ the ideas and techniques employed in software engineering to improve their design solutions. Software engineering development and project management methodologies can be employed to develop effective e-learning solutions. Furthermore, software engineering design principles used to develop high-quality software can be applied to planning and enhancing instruction. Fundamental software design concepts, such as abstraction, modularity, reusability, compatibility, extensibility, scalability, and maintainability are all important factors that can potentially lead to the development of high quality instructional solutions. This paper explores the possibility to integrate software engineering design principles into instructional design for e-learning solutions, which not only augment the generic instructional design approach with the best practices from the field of software engineering, but also make the development process more productive and efficient. Finally, this paper illustrates how all of the software engineering design principles are interrelated and can be realized in practice to enhance the quality of instruction.
Such, B. L. R., Ritzhaupt, A. D., & Thompson, G. S. (2017). Migrating Learning Management Systems: A case of a large public university. Administrative Issues Journal: Connecting Education, Practice, and Research, 7(2), 57–69. https://doi.org/10.5929/2017.7.2.6
Abstract: In the past 20 years, institutions of higher education have made major investments in Learning Management Systems (LMSs). As institutions have integrated the LMS into campus culture, the potential of migrating to not only an upgraded version of the LMS, but also an entirely different LMS, has become a reality. This qualitative research study examines the perspectives of five stakeholders involved with the migration of an LMS at a major research institution in the southeastern United States. Using Lewin’s (1947) Change Management Model and Enterprise Resource Planning (ERP) Model as analogies, this research seeks to understand the role and responsibilities of the various stakeholders, their decision-making, and the implications of the decisions on the migration process. Using Glaser and Strauss’s (1967) constant comparative method and Charmaz’s (2006) work related to grounded theory, four major categories emerged from our data: time as a catalyst for change, power of communication, compatibility of technologies, and faith in the system. The categories contribute to a preliminary model that may assist other institutions as they consider whether to migrate LMSs.
Liu, F., Ritzhaupt, A. D., Dawson, K., & Barron, A. E. (2017). Explaining technology integration in K-12 classrooms: A multilevel path analysis model. Educational Technology Research and Development, 65(4), 795–813. https://doi.org/10.1007/s11423-016-9487-9
Abstract: The purpose of this research was to design and test a model of classroom technology integration in the context of K-12 schools. The proposed multilevel path analysis model includes teacher, contextual, and school related variables on a teacher’s use of technology and confidence and comfort using technology as mediators of classroom technology integration. Data were collected from 1235 K-12 teachers, who were located in 336 schools in 41 districts across the state of Florida. The results suggest that a teacher’s experience with technology significantly influenced his or her classroom technology integration. Access to technology in classrooms and the availability of quality technology support were related to classroom technology integration. In addition, how frequently a teacher uses technology and his or her confidence and comfort using technology were mediators for classroom technology integration. These results provide preliminary evidence that the proposed model is both useful and relevant in explaining classroom technology integration in K-12 schools.
(2017). What do instructional designers in higher education really do? International Journal on E-Learning, 16(4), 371-393.
Abstract: What do instructional designers in higher education really do? With the rise in online courses and programs in higher education, this question is especially important. We interviewed eight instructional designers from across the United States using a semi-structured interview protocol. The results were analyzed using the constant comparative qualitative procedure. Results demonstrate that instructional designers primarily serve faculty in their roles, but also perceive students as their final audience. Faculty are often both the client and the subject-matter experts in this context. Instructional designers in higher education use a wide variety of tools for a wide variety of purposes ranging from course design to supporting faculty in delivering online courses to facilitating meaningful workshops for faculty. Further, instructional designers in higher education exercise project management techniques to assist in managing the plethora of projects they may be assigned. Our paper concludes with a discussion of our findings and their connection to instructional design practice in higher education contexts.
(2017). A Meta-Analysis of Pair-Programming in Computer Programming Courses: Implications for Educational Practice. ACM Transactions on Computing Education, 17(4), 16:1-16:13.
Abstract: Several experiments on the effects of pair programming versus solo programming in the context of education have been reported in the research literature. We present a meta-analysis of these studies that accounted for 18 manuscripts with 28 independent effect sizes in the domains of programming assignments, exams, passing rates, and affective measures. In total, our sample accounts for N = 3,308 students either using pair programming as a treatment variable or using traditional solo programming in the context of a computing course. Our findings suggest positive results in favor of pair programming in three of four domains with exception to affective measures. We provide a comprehensive review of our results and discuss our findings.