Jill Stefaniak
Biographic Data
| ID | 8612900 |
|---|---|
| NAME | Jill Stefaniak |
| GIVEN NAMES | Jill |
| FAMILY NAME | Stefaniak |
| SIGNATURE | STEFANIAK J |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0002-9571-9215 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
What Matters Most
Understanding K-12 teachers’ prioritized decision-making about instructional design and technology integration
This exploratory study aimed to understand K-12 teachers’ instructional design decision-making for technology integration. This study utilized Q methodology, a mixed methods research design, to examine fourteen (14) in-service K-12 teachers’ subjectivity and prioritized decision-making through a Q sort activity focusing on technology integration. The findings indicated three profiles of teachers: (1) critical thinkers, (2) practical users, and (3…
An exploration of in-service teachers’ framing, instrumental, and core design judgments in dynamic decision-making for technology integration
Dynamic decision-making plays a critical role in teachers’ instructional design and technology integration processes; it directly influences the design and development of teaching practices, student learning experiences, and learning environments. However, limited studies have investigated how teachers engage in dynamic decision-making processes in designing instruction and technology integration, wherein teachers are involved in multiple types o…
An exploration of instructional designers' prioritizations for integrating ChatGPT in design practice
In this study, Q methodology was employed to explore instructional designers’ perceptions of integrating ChatGPT in their design practices. Compared with traditional survey-based instruments that rely heavily on Likert-scale items, open-ended questions, interviews, or focus groups, Q methodology has the potential to systematically reveal and study subjectivity within a certain group of participants with both quantitative and qualitative technique…
A comprehensive review of instructional designer research and approaches in learning design
A Scoping Review to Explore How Decision-Making is Discussed in the Field of Learning Design
Promoting Co-Design in Learning Design Research
Introduction to Special Issue Decision-Making Applications in Learning, Design, and Technology
The Use of the Performance Pyramid to Support Collaborations Between Faculty and Instructional Designers in Higher Education
An Exploration of Instructional Design Tasks Performed by Designers in Higher Education
Examination of systemic factors that impact instructional designers’ practices in higher education
An Exploration of Instructional Designers’ Prioritization of Competencies
A Needs Assessment to Support Faculty Members’ Awareness of Generative AI Technologies to Support Instruction
Re-examining Infrastructure
An Exploration of How Students Prioritize Help-Seeking Sources in Online Learning Environments
Exploring How Instructional Designers Prioritize the Relationship Between Universal Design and Learning Context in Higher Education
Inside the Garbage Can
The Aect Centennial
The Influence of Systems Thinking on Immersive Learning Design Decisions
An exploration of conjecture strategies used by instructional design students to support design decision-making
When instructional designers talk about what they do, they often discuss their outcomes rather than their process. Conjecturing during decision-making requires the instructional designer to build upon their prior knowledge of the situation and experiences and make assumptions based on available information to design an appropriate solution. This quasi-experimental design examined the types of conjecturing strategies used by instructional design s…
Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality
A systematic review of how expertise is cultivated in instructional design coursework
An exploration of the relationship between argumentative prompts and depth to elicit alternative positions in ill-structured problem solving
Policy and contextual considerations for enabling learning support roles in digital environments
Fostering pedagogical reasoning and dynamic decision-making practices
Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality
Examining Decision-Making Processes and Heuristics in Academic Help-Seeking and Instructional Environments
An examination of the decision-making process used by designers in multiple disciplines
The Utility of Design Thinking to Promote Systemic Instructional Design Practices in the Workplace
An Exploration of How Students Prioritize Help-Seeking Sources in Online Learning Environments
Cognitive Constructivism
The Role of Coaching Within the Context of Instructional Design
An examination of the decision-making process used by designers in multiple disciplines
Assembling the Puzzle that is Professional Development
The Role of Coaching Within the Context of Instructional Design
The Use of Self-Regulated Learning Measure Questionnaires as a Predictor of Academic Success
Cognitive Constructivism
Instructional Heuristics for the Use of Worked Examples to Manage Instructional Designers’ Cognitive Load while Problem-Solving
The Utility of Design Thinking to Promote Systemic Instructional Design Practices in the Workplace
An Exploration of Career Decision-Making among Domestic and International Instructional Design Students
An examination of personality traits as a predictor of the use of self-regulated learning strategies and considerations for online instruction
“Like, comment, and share”—professional development through social media in higher education
An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in practice
An Examination of the Systemic Reach of Instructional Design Models
Examining Decision-Making Processes and Heuristics in Academic Help-Seeking and Instructional Environments
The Use of Heuristics in Adaptive Narratives to Inform Decision-Making Practices
A Systems View of Supporting the Transfer of Learning through E-Service-Learning Experiences in Real-World Contexts
Despite the fact that e-service-learning has been regarded as a means to providing students with valuable real-world experiences, the pace of implementing e-service-learning into online courses has not kept up with the overall growth of online learning. Further examination into instructional strategies and supports to facilitate e-service-learning are needed. To address this need, a systematic review of research was conducted to examine instructi…
A systematic review of how expertise is cultivated in instructional design coursework
An exploration of the relationship between argumentative prompts and depth to elicit alternative positions in ill-structured problem solving
Policy and contextual considerations for enabling learning support roles in digital environments
Fostering pedagogical reasoning and dynamic decision-making practices
Expecting the Unexpected
Leveraging Failure-Based Learning to Support Decision-Making and Creative Risk in Instructional Design Pedagogy
An exploration of conjecture strategies used by instructional design students to support design decision-making
When instructional designers talk about what they do, they often discuss their outcomes rather than their process. Conjecturing during decision-making requires the instructional designer to build upon their prior knowledge of the situation and experiences and make assumptions based on available information to design an appropriate solution. This quasi-experimental design examined the types of conjecturing strategies used by instructional design s…
Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality
Inside the Garbage Can
The Aect Centennial
Psychology (35 works) · Computer Science (34 works) · Educational technology (31 works) · Mathematics education (28 works) · Instructional design (27 works) · Multimedia (22 works) · Knowledge management (21 works) · Engineering (20 works) · Management science (17 works) · Online and Blended Learning (16 works)