The Role of Instructional Designers in the Integration of Generative Artificial Intelligence in Online and Blended Learning in Higher Education
DOI:
https://doi.org/10.24059/olj.v28i3.4501Keywords:
Instructional designers, generative artificial intelligence, higher education, qualitative, online educationAbstract
The purpose of this exploratory research study was to examine the roles instructional designers (IDs) in higher education play in the integration of generative Artificial Intelligence (GenAI) into their organizations, and how they use GenAI technologies in their own professional practices. Data were collected from 15 participants in the southeastern United States (U.S.) in an ID role or with similar job titles (e.g., educational technologist). Using a general qualitative approach, semi-structured interviews were conducted in Zoom about IDs’ use and integration of GenAI. Our findings resulted in three primary themes related to IDs’ integration of GenAI in online and blended education: (a) use of GenAI for instructional design; (b) collaborative guidance for faculty integration of GenAI; (c) training, resources, and guidelines on the integration of GenAI. A common thread through all the themes and interviews was IDs’ conscientious and cautious approach and ethical concerns about GenAI integration. We unpack these themes while discussing the implications of IDs in higher education integrating GenAI to meet organizational, faculty, and student needs. We provide limitations and a rich discussion about the advancement of GenAI by IDs working in institutions of higher education.
References
Alkhatlan, A., & Kalita, J. (2018). Intelligent tutoring systems: A comprehensive historical survey with recent developments. arXiv:1812.09628 http://arxiv.org/abs/1812.09628
Anderson, M. C., Love, L. M., & Haggar, F. L. (2019). Looking beyond the physician educator: The evolving roles of instructional designers in medical education. Medical Science Educator, 29(2), 507–513. https://doi.org/10.1007/s40670-019-00720-6
Baranwal, D. (2022). A systematic review of exploring the potential of teachable agents in English learning. Pedagogical Research, 7(1). https://doi.org/10.29333/pr/11553
Bolick, A. D., & Da Silva, R. L. (2024). Exploring artificial intelligence tools and their potential impact to instructional design workflows and organizational systems. TechTrends, 68(1), 91-100. https://doi.org/10.1007/s11528-023-00894-2
Bond, A., Lockee, B., & Blevins, S. (2023). Instructional designers as institutional change agents. Educause Review (October 2023).
Bozkurt, A. (2023). Generative artificial intelligence (AI) powered conversational educational agents: The inevitable paradigm shift. Asian Journal of Distance Education, 18(1), 198-204. https://doi.org/10.5281/zenodo.7716416
Bozkurt, A., & Sharma, R. C. (2023). Challenging the status quo and exploring the new boundaries in the age of algorithms: Reimagining the role of generative AI in distance education and online learning. Asian Journal of Distance Education, 18(1), i-viii. https://doi.org/10.5281/zenodo.7755273
Bozkurt, A., Xiao, J., Lambert, S., Pazurek, A., Crompton, H., Koseoglu, S., Farrow, R., Bond, M., Nerantzi, C., Honeychurch, S., Bali, M., Dron, J., Mir, K., Stewart, B., Costello, M., Mason, J., Stracke, C.M., Romero-Hall, E., Koutropoulos, A., ... & Jandrić, P. (2023). Speculative futures on ChatGPT and generative artificial intelligence (AI): A collective reflection from the educational landscape. Asian Journal of Distance Education, 18(1), 53-130. https://doi.org/10.5281/zenodo.7636568
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brito, F. (2017). Transformative leadership and learning management systems implementation: Leadership practices in instructional design for online learning. International Journal of Educational and Pedagogical Sciences, 11(7), 1752-1760.
Chng, L. K. (2023). How AI makes its mark on instructional design. Asian Journal of Distance Education, 18(2), 32-41. https://doi.org/10.5281/zenodo.8188576
Conijn, R., Kahr, P., & Snijders, C. (2023). The effects of explanations in automated essay scoring systems on student trust and motivation. Journal of Learning Analytics, 10(1), 37-53. https://doi.org/10.18608/jla.2023.7801
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. https://doi.org/10.1007/s10956-023-10039-y
Crawford, J., Cowling, M., & Allen, K. (2023). Leadership is needed for ethical ChatGPT: Character, assessment, and learning using artificial intelligence (AI). Journal of University Teaching & Learning Practice, 20(3). https://doi.org/10.53761/1.20.3.02
Damiano, A. D., Lauría, E. J., Sarmiento, C., & Zhao, N. (2024). Early perceptions of teaching and learning using generative AI in higher education. Journal of Educational Technology Systems, 52(3), 346–375. https://doi.org/10.1177/00472395241233290
Goksel, N., & Bozkurt, A. (2019). Artificial Intelligence in education: Current insights and future perspectives. In S. Sisman-Ugur, & G. Kurubacak (Eds.), Handbook of Research on Learning in the Age of Transhumanism (pp. 224-236). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch014
González-Calatayud, V., Prendes-Espinosa, P., & Roig-Vila, R. (2021). Artificial intelligence for student assessment: A systematic review. Applied Sciences, 11(12), Article 12. https://doi.org/10.3390/app11125467
Green, B. P. (2020). Artificial Intelligence and Ethics: Sixteen Challenges and Opportunities. Markkula Center For Applied Ethics at Santa Clara University.
Ji, H., Han, I., & Ko, Y. (2023). A systematic review of conversational AI in language education: Focusing on the collaboration with human teachers. Journal of Research on Technology in Education, 55(1), 48-63. https://doi.org/10.1080/15391523.2022.2142873
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M. Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Kenny, R., Zhang, Z., Schwier, R., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology / La Revue Canadienne de l’apprentissage et de La Technologie, 31(1). https://www.cjlt.ca/index.php/cjlt/article/view/26504
Kilinç, S. (2023). Embracing the future of distance science education: Opportunities and challenges of ChatGPT integration. Asian Journal of Distance Education, 18(1), 205-237. https://doi.org/10.5281/zenodo.7857396
Kim, M., & Adlof, L. (2024). Adapting to the future: ChatGPT as a means for supporting constructivist learning environments. TechTrends, 68(1), 37-46. https://doi.org/10.1007/s11528-023-00899-x
Kumar, S., & Ritzhaupt, A. (2017). What do instructional designers in higher education really do?. International Journal on E-Learning, 16(4), 371-393.
Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions for Program Evaluation, 1986(30), 73-84.
Mao, J., Chen, B., & Liu, J. C. (2024). Generative Artificial Intelligence in education and its implications for assessment. TechTrends, 68(1), 58-66. https://doi.org/10.1007/s11528-023-00911-4
Marino, M. T., Vasquez, E., Dieker, L., Basham, J., & Blackorby, J. (2023). The future of Artificial Intelligence in special education technology. Journal of Special Education Technology, 38(3), 404–416. https://doi.org/10.1177/01626434231165977
McDonald, J., & Mayes, T. (2007). The changing role of an instructional designer in the implementation of blended learning at an Australian university. In Keppel (Ed), Instructional Design Case Studies in Communities of Practice, (pp. 170-192). IGI Global.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Moore, S., Hedayati-Mehdiabadi, A., Law, V., & Kang, S. P. (2024). The change we work: Professional agency and ethics for emerging AI technologies. TechTrends, 68(1), 27–36. https://doi.org/10.1007/s11528-023-00895-1
Park, J., & Luo, H. (2017). Refining a competency model for instructional designers in the context of online higher education. International Education Studies, 10(9), 87. https://doi.org/10.5539/ies.v10n9p87
Park, Y., & Doo, M. Y. (2024). Role of AI in blended learning: A systematic literature review. The International Review of Research in Open and Distributed Learning, 25(1), 164-196.
Patton, M. Q. (2002). Qualitative research & evaluation methods. 3rd edition. Sage.
Pelletier, K., Brown, M., Brooks, D. C., McCormack, M., Reeves, J., & Arbino, N. (2021). 2021 EDUCAUSE Horizon Report: Teaching and Learning Edition.
Pollard, R., & Kumar, S. (2022). Instructional Designers in Higher Education: Roles, Challenges, and Supports. The Journal of Applied Instructional Design, 11(1). https://doi.org/10.59668/354.5896
Rahman, M. R., Koka, R. S., Shah, S. K., Solorio, T., & Subhlok, J. (2023). Enhancing lecture video navigation with AI generated summaries. Education and Information Technologies, 1-24. https://doi.org/10.1007/s10639-023-11866-7
Ritzhaupt, A. D., & Kumar, S. (2015). Knowledge and skills needed by instructional designers in higher education. Performance Improvement Quarterly, 28(3), 51–69. https://doi.org/10.1002/piq.21196
Ritzhaupt, A. D., Kumar, S., & Martin, F. (2021). The competencies for instructional designers in higher education. In J. Stefaniak, S. Conklin, B. Oyarzun, & R. M. Reese (Eds.), A practitioner's guide to instructional design in higher education (1st ed.). EdTech Books.
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9
Sallam, M. (2023, March). ChatGPT utility in healthcare education, research, and practice: systematic review on the promising perspectives and valid concerns. Healthcare, 11(6), 887-906. https://doi.org/10.3390/healthcare11060887
Samala, A. D., Xiaoming Zhai, Kumiko Aoki, Bojic, L., & Zikic, S. (2024). An in-depth review of ChatGPT's pros and cons for learning and teaching in education. International Journal of Interactive Mobile Technologies, 18(2), 96 - 117. https://doi.org/10.3991/ijim.v18i02.46509
Schwier, R. A., Campbell, K., & Kenny, R. F. (2007). Instructional designers' perceptions of their agency: Tales of change and community. In Keppell (Ed), Instructional design case studies in communities of practice, (pp. 1-18). IGI Global.
Terwiesch, C. (2023). Would Chat GPT3 get a Wharton MBA? A prediction based on its performance in the operations management course. Mack Institute for Innovation Management at the Wharton School, University of Pennsylvania.
Wang, M., & Chen, Y. (2023). Research on the future vision of the Intelligent Integration of ChatGPT and Online Education. Advances in Educational Technology and Psychology, 7(2), 128–134. https://dx.doi.org/10.23977/aetp.2023.070219
Wang, X., Chen, Y., Ritzhaupt, A. D., & Martin, F. (2021). Examining competencies for the instructional design professional: An exploratory job announcement analysis. International Journal of Training and Development, 25(2), 95–123. https://doi.org/https://doi.org/10.1111/ijtd.12209
Xie, J., Gulinna, A. & Rice, M. F. (2021). Instructional designers’ roles in emergency remote teaching during COVID-19. Distance Education, 42(1), 70-87. https://doi.org/10.1080/01587919.2020.1869526
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education–where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1-27. https://doi.org/10.1186/s41239-019-0171-0
Zhang, K., & Aslan, A. B. (2021). AI technologies for education: Recent research & future directions. Computers and Education: Artificial Intelligence, 2, 100025. https://doi.org/10.1016/j.caeai.2021.100025
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Swapna Kumar, Ariel Gunn, Robert Rose, Rhiannon Pollard, Margeaux Johnson, Albert Ritzhaupt
This work is licensed under a Creative Commons Attribution 4.0 International License.
As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.
This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.
Author(s) hold copyright in their work, and retain publishing rights without restrictions
