Instructional Designers' Identity and Perceptions

Abstract

Instructional designers practice their craft in a variety of contexts, from private, for-profit organizations to higher education. They design, develop, and execute educational products for training and learning. Discussions of their professional identities typically occur in popular literature and on social media, but not within the rigors of academic research, except for a limited study performed in 2006 in Canada. Sponsored by the Association for Educational Communications and Technology (AECT), this study gathered survey and semi-structured interview data from over 40 instructional designers in multiple organizations to identify the competencies, tasks, identities, and roles of those in the field. The professional identity that emerged was multifaceted. Highly educated, but rarely coming into the field intentionally, instructional designers in 2020 discussed key factors that yield success in their daily practices, as well as what continues to interest them in remaining in this career path.