Abstract
Generative artificial intelligence (GenAI) is becoming increasingly common in higher education, yet little has been studied on how it is changing the everyday work of instructional designers (IDs). This qualitative study explores how IDs experience changes in professional practice following the integration of GenAI. Semi-structured interviews were conducted with seventeen IDs working in U.S.
Status
Graduate
Department
Educational Studies
College
Gladys W. and David H. Patton College of Education
Campus
Athens
Faculty Mentor
Greg Kessler
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Generative AI and the Transformation of Instructional Design Practice
Generative artificial intelligence (GenAI) is becoming increasingly common in higher education, yet little has been studied on how it is changing the everyday work of instructional designers (IDs). This qualitative study explores how IDs experience changes in professional practice following the integration of GenAI. Semi-structured interviews were conducted with seventeen IDs working in U.S.