Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course

Authors

DOI:

https://doi.org/10.5195/ie.2023.366

Keywords:

Project-based learning, instructional design, EdD students, professional application

Abstract

The purpose of this single case study was to determine how a project-based learning approach to instructional design supported education doctorate students’ acquisition of new knowledge and practical application of skills in their current and future professions. Participants included 58 students in an online EdD instructional design course. We found that 72% of students credited the design project for scaffolding their learning about instructional design and 80% saw an immediate application of the instructional design project to their current professional roles. Further, 93% of students could foresee the application of new knowledge and skills to future professional opportunities. This study has implications for those who teach EdD courses and are interested in providing a project-based approach to content acquisition and teaching skills students can apply in their professional organizations, both current and future.

Author Biographies

Ryann N. Shelton, Baylor University

Lecturer

Curriculum & Instruction

Baylor University

School of Education

Brandy N. Crowley, Emporia State University

Assistant Professor

Elementary Education, Early Childhood, and Special Education

Emporia State University

Kenley Ritter, Baylor University

Doctoral Candidate

Curriculum and Instruction
School of Education

Baylor University

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Published

2023-08-07

How to Cite

McCall, M., Shelton, R. N., Crowley, B. N., & Ritter, K. (2023). Doctoral Student Perceptions of a Project-Based Learning Approach in an Instructional Design Course. Impacting Education: Journal on Transforming Professional Practice, 8(3), 1–9. https://doi.org/10.5195/ie.2023.366

Issue

Vol. 8 No. 3 (2023): Regular Issue

Section

Research Manuscripts

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Copyright (c) 2023 Madelon McCall, Ryann N. Shelton, Brandy N. Crowley, Kenley Ritter

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