Instructional Design Decoded: Bridging Theory and Practice with Insights from a Case Study and a Systematic Review
Year: 2025
Type: review
Abstract: This dissertation addresses the theory–practice gap in instructional design (ID) by proposing a universal definition and its establishment as a professional field. A case study explores instructional designers’ roles in response to digital transformation, while a systematic literature review standardizes ID terminology. Based on the findings, six premises form the foundation of an ID definition. Complementing this, a professional profile and an ID project plan aim to align theory with practice and improve stakeholder collaboration.
Authors: Wintersberg, Lisa Marie, Daniel Pittich, Technische Universität München
Institution: Technical University of Munich
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Bayerische Forschungsallianz
OpenAlex ID: W7114282747