Research

Research in Instructional Design and Technology is the systematic collection and analysis of evidence to understand learners, identify instructional problems, evaluate learning experiences, and improve performance. Research helps instructional designers make informed decisions rather than relying only on assumptions or personal preference.
In IDT, research may be used to analyze learner needs, select instructional strategies, examine how learners respond to instruction, measure learning outcomes, and revise materials or learning environments. It supports evidence-based practice by connecting design decisions to data, learner feedback, and research findings.

Types of Research

Main Difference

Both traditional research and action research use systematic data collection and analysis. Their main difference is purpose and scope. Traditional research develops broader knowledge that may apply to different settings. In contrast, action research solves a specific problem and improves practice in a local setting.

Traditional Research

Traditional research aims to develop broader knowledge, test theories, or explain relationships that may apply beyond one specific setting. Researchers often take a more independent role and begin with research questions or hypotheses. The study follows a planned research design and uses systematic methods to collect and analyze evidence. Depending on the research purpose, it may use quantitative, qualitative, or mixed methods. The findings are intended to contribute to the broader field and may be useful across different groups or settings.

Action Research

Action research aims to solve a specific problem and improve practice in a local setting. It is usually conducted by practitioners, such as teachers, trainers, or instructional designers, who are directly involved in the situation. Rather than seeking a general conclusion, action research focuses on finding a practical solution for a specific group or context. It follows a cycle of identifying a problem, planning and implementing an action, collecting evidence, reflecting on the results, and revising the practice.

Research Methods

Quantitative

Quantitative research focuses on numerical data and measurable outcomes. It may use surveys, tests, rating scales, and statistical analysis to examine patterns, relationships, or changes in performance. This approach is appropriate when researchers need to measure learning outcomes, compare groups, or determine whether an instructional intervention produced measurable improvement.

Example: Comparing pre-test and post-test scores to determine whether a time-management module improved learners’ knowledge or performance.

Qualitative

Qualitative research explores learner experiences, perspectives, behaviors, and context. It may use interviews, observations, focus groups, and open-ended responses to understand how and why learning occurs. This approach is appropriate when the research question requires detailed insight into learner needs, workplace experiences, challenges, or the meaning participants give to an experience.

Example: Interviewing employees to understand why formal workplace training does not fully prepare them for real job tasks.

Mixed Methods

Mixed-methods research combines quantitative and qualitative evidence to provide a more complete understanding of a learning problem. It is appropriate when numerical results show what happened, but interviews, observations, or open-ended responses are also needed to explain why it happened.

Example: Using survey scores to measure learner satisfaction and interviews to understand which parts of an online module supported or limited learning.

Research in the Instructional Design Process

Research supports instructional design throughout the design process. At the beginning, needs assessment helps identify what learners already know, what difficulties they face, and what performance gaps need to be addressed. During design and development, learner feedback and formative evaluation help instructional designers improve content, activities, technology, and assessment. After implementation, test results, surveys, observations, and other evaluation data help determine whether learners achieved the objectives and whether the instruction was effective.

Research also supports evidence-based practice. Instead of selecting strategies or technologies only because they are familiar or popular, instructional designers use research findings, learner data, and feedback to make decisions that fit learner needs, instructional goals, and the learning environment.

Artifacts

ETEC5430Final research paper.docx

ETEC5430 Research Paper

ETEC5430Presentation.pptx

ETEC5430 Prestation

ETEC 5430 – Workplace Training Needs Study

This study explored workplace training needs through a semi-structured interview with an IT professional in a financial institution. I applied qualitative research methods, including open-ended questioning and thematic analysis, to identify key challenges related to system security, regulatory requirements, and employee training.The findings showed that employees need clear, ongoing, and practical training that reflects real job tasks. Issues such as system complexity and varying levels of technical experience highlighted the importance of simple and structured instructional materials.This project demonstrates how research methods can support instructional design decisions by identifying real-world problems and guiding the development of more effective training solutions.

ETEC6430_Miki_Masato_FinalResearchReport.pdf

ETEC6430 Final Research Report

ETEC6430_Masato_Miki_Qualitative.docx

Data Analysis

ETEC 6430 – Final Research Report on Workplace Training in the AI Era

This study explores how bank employees experience workplace training

when learning new digital and AI-related systems. Using a qualitative

approach, data were collected through semi-structured interviews and

analyzed using thematic analysis.

Three key challenges emerged: misalignment between training and real

work tasks, limited opportunities for hands-on learning, and reliance on

informal learning strategies.

These findings highlight the need for more authentic, practice-based, and

user-centered instructional design. This project demonstrates my ability

to conduct qualitative research and apply findings to real-world learning

problems.

Reflection

Before taking ETEC 5430 and ETEC 6430, I viewed research mainly as a process of collecting information and understanding problems. However, through these courses, I developed a clearer understanding of how research supports instructional design in real-world contexts.

In ETEC 5430, I conducted a small-scale qualitative study using interviews and thematic analysis to identify workplace training challenges. This experience showed me how research can reveal practical issues, such as unclear instructions and mismatches between training and real job tasks.

Building on this experience, my ETEC 6430 research project examined how bank employees experience workplace learning in digital and AI-related environments. Through developing research questions, conducting semi-structured interviews, coding participant responses, and identifying themes, I developed a more systematic understanding of qualitative research.

Through these experiences, I realized that research in instructional design is not only about gathering data, but about ensuring that design decisions are informed by evidence, context, and real user needs. Even small-scale research can provide meaningful insights that support the development of clear, practical, and user-centered learning solutions.

Moving forward, I plan to use research methods more intentionally to understand learners, evaluate learning outcomes, and improve instructional design through evidence-based practice.

References

Brown, A. H., & Green, T. D. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.

Brynjolfsson, E., & McAfee, A. (2017). Machine, platform, crowd: Harnessing our digital future. W. W. Norton & Company.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Science in the Public Interest, 13(2), 74–101.

Page updated

Report abuse