Operational priorities of instructional designers analyzed within the steps of the Addie instructional design model

Abstract

To investigate the operational priorities of instructional designers, a thematic content analysis was conducted of responses to an online survey that was completed by 29 instructional designers. The instructional designers work in various areas of education (e.g., adult learning, K-12 science, educational technology) and are from several countries. The survey questions asked about the areas of design considered most important and other aspects of the respondents' professional work. The responses were coded using the five primary steps of the ADDIE instructional development model. It was concluded that instructional designers indicated the highest levels of concern for elements within the Analysis step of the ADDIE model. Further, within the Analysis step, much more attention is given to learner characteristics than to other considerations. These results indicate that in the instructional design process some elements relevant to instruction may receive more attention than others and, therefore, may be emphasized as changes in instructional design models proceed. Areas receiving less attention, such as identifying the reasons learners need to study the content of instruction and various contextual considerations, which can have an important impact on the overall design approach and effectiveness of instruction, may be given less attention in ID innovations.