Assessing Professional Preparedness of Instructional Design Students
Competency-Course Alignment in an Undergraduate Program
Bibliographic Data
| ID | 22007115 |
|---|---|
| Authors | Mutlu Şen Akbulut (0000-0003-1042-2517, Bogaziçi University, corresponding author), Ekrem Kutbay (0000-0002-9451-3282, Bogaziçi University), Bersu Ansen (0009-0003-4286-1503, Bogaziçi University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 4 |
| Publication date | 2025-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440251405947 |
| OpenAlex | W7115021586 |
| Language | EN |
| References cited | 26 |
Instructional design (ID) plays a critical role in enhancing learning by systematically developing educational experiences based on established standards and competencies. The International Board of Standards for Training, Performance, and Instruction (IBSTPI) provides a comprehensive framework of competencies that guide professionals in the ID field across multiple domains. This study aims to assess how effectively an undergraduate educational technology program incorporates ID competencies and to explore the impact of a reconstructed project-based evaluation course on students’ development of competencies within the Evaluation & Implementation domain. Using pre- and post-course IBSTPI competency surveys, open-ended questions, and semi-structured interviews, this mixed-methods study analyzed both quantitative and qualitative evidence. Results indicated that students generally perceived themselves as competent across all domains, with the highest self-ratings in Planning & Analysis and Design & Development. Statistical analysis revealed significant improvements in all domains, including Evaluation & Implementation, underscoring the integrative role of the reconstructed project-based course in reinforcing and applying prior knowledge. Interviews further highlighted the importance of iterative learning processes fostered by sequential coursework and practical experiences, although some gaps were identified in the Management domain proficiency
Course evaluation · Coursework · Curriculum · Design-based research · Instructional design · Preparedness · Professional development · Program evaluation · Qualitative research · Higher Education and Employability · Innovative Education and Learning Practices · Reflective Practices in Education
Handbook of Research on Educational Communications and Technology
Project-Based Learning for the 21st Century
Evaluation of the Implementation of Project-Based-Learning in Engineering Programs
Measuring instructional design competencies of future professionals
An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in practice
Educational implications of analogy
Instructional Design Made Easy! Instructional Design Models, Categories, Frameworks, Educational Context, and Recommendations for Future Work
Using Student Self-Ratings to Assess the Alignment of Instructional Design Competencies and Courses in a Graduate Program
Naturalistic inquiry
Motivating Project-Based Learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |