EXPLORING OPINIONS OF CORPORATE INSTRUCTIONAL DESIGNERS ON THEIR PROFESSIONAL DEVELOPMENT AND TRAINING NEEDS

Date

2025-1

Author

Gökalp, Nazlı

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In corporate environments, instructional designers play a critical role in meeting educational needs of the institutions. However, developments in corporate education field and changing needs create challenges for these professionals. This study aims to examine the views of instructional designers operating in corporate education on their professional development and training, and to determine the obstacles they face. Within the scope of the study, 14 instructional designers working in corporate environments were interviewed using basic qualitative research methodology. The data were collected with a semi-structured interview form consisting of 12 open-ended questions, and six of the participants made written evaluations about the positive/negative aspects of PDT activities they had previously participated in. In this study, 10 instructional design projects collected from the participants were examined and analyzed. The findings of the study show that the roles of institutional instructional designers are shaped around project management, content development, evaluation, and integration of technology. Skills in the context of PDT include problem solving, communication, collaboration, and planning. In addition, the participants emphasized the need for a balance between theory-practice and predicted that instructional design education will become more personalized and interdisciplinary in the future. The findings from this study contribute to the fields of educational sciences, curriculum and instruction by providing insights into the changing roles and needs of IDs. This study highlights the importance of aligning PDT interventions with new trends, addressing barriers such as technology and language, financial constraints, and motivation, while ultimately guiding curriculum development and instructional practices.

Subject Keywords

Instructional Design, Corporate Training, Professional Development and Training

URI

https://hdl.handle.net/11511/113006

Collections

Graduate School of Social Sciences, Thesis