Factoring Power and Positionality into Research on Instructional Design Interventions

Elizabeth Boling; Ahmed Lachheb; Victoria Abramenka-Lachheb; Merve Basdogan; Rajagopal Sankaranarayanan; Grant Chartrand

doi:10.1007/978-3-031-37697-9_17

Factoring Power and Positionality into Research on Instructional Design Interventions

Elizabeth Boling, Ahmed Lachheb, Victoria Abramenka-Lachheb, Merve Basdogan, Rajagopal Sankaranarayanan, Grant Chartrand

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This study is an analysis of empirical studies published in major Association for Educational Communications and Technology (AECT)-sponsored journals: Educational Technology Research and Development (ETR&D), TechTrends, Journal of Applied Instructional Design (JAID), and Journal of Computing in Higher Education (JCHE). Through this analysis, we addressed two primary constructs within diversity, equity, and inclusion (DEI)—power and positionality—and how they do, or do not, intersect with research in instructional design technology (IDT). The focus of the study is on investigations in which interventions are implemented and conclusions are drawn. Our goal was to provide a critique and possible future directions to IDT researchers regarding DEI dimensions in their inquiry. The studies analyzed (n = 383) did not, to a degree we might have hoped, include DEI concerns, or these concerns are not fundamental enough to be included in reports of research. Limitations of the study and implications for future research are presented.

Original language	American English
Title of host publication	Toward Inclusive Learning Design
Subtitle of host publication	Social Justice, Equity, and Community
Editors	Brad Hokanson, Marisa Exter, Matthew M. Schmidt, Andrew A. Tawfik
Place of Publication	Cham
Pages	217-232
Number of pages	16
DOIs	https://doi.org/10.1007/978-3-031-37697-9_17
State	Published - 2023
Externally published	Yes

Publication series

Name	Educational Communications and Technology: Issues and Innovations
Publisher	Spinger Nature Link
ISSN (Print)	2625-0004
ISSN (Electronic)	2625-0012

Access to Document

10.1007/978-3-031-37697-9_17

Cite this

Boling, E., Lachheb, A., Abramenka-Lachheb, V., Basdogan, M., Sankaranarayanan, R., & Chartrand, G. (2023). Factoring Power and Positionality into Research on Instructional Design Interventions. In B. Hokanson, M. Exter, M. M. Schmidt, & A. A. Tawfik (Eds.), Toward Inclusive Learning Design: Social Justice, Equity, and Community (pp. 217-232). (Educational Communications and Technology: Issues and Innovations).. https://doi.org/10.1007/978-3-031-37697-9_17

Boling, Elizabeth ; Lachheb, Ahmed ; Abramenka-Lachheb, Victoria et al. / Factoring Power and Positionality into Research on Instructional Design Interventions. Toward Inclusive Learning Design: Social Justice, Equity, and Community. editor / Brad Hokanson ; Marisa Exter ; Matthew M. Schmidt ; Andrew A. Tawfik. Cham, 2023. pp. 217-232 (Educational Communications and Technology: Issues and Innovations).

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abstract = "This study is an analysis of empirical studies published in major Association for Educational Communications and Technology (AECT)-sponsored journals: Educational Technology Research and Development (ETR\&D), TechTrends, Journal of Applied Instructional Design (JAID), and Journal of Computing in Higher Education (JCHE). Through this analysis, we addressed two primary constructs within diversity, equity, and inclusion (DEI)—power and positionality—and how they do, or do not, intersect with research in instructional design technology (IDT). The focus of the study is on investigations in which interventions are implemented and conclusions are drawn. Our goal was to provide a critique and possible future directions to IDT researchers regarding DEI dimensions in their inquiry. The studies analyzed (n = 383) did not, to a degree we might have hoped, include DEI concerns, or these concerns are not fundamental enough to be included in reports of research. Limitations of the study and implications for future research are presented.",

author = "Elizabeth Boling and Ahmed Lachheb and Victoria Abramenka-Lachheb and Merve Basdogan and Rajagopal Sankaranarayanan and Grant Chartrand",

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Boling, E, Lachheb, A, Abramenka-Lachheb, V, Basdogan, M, Sankaranarayanan, R & Chartrand, G 2023, Factoring Power and Positionality into Research on Instructional Design Interventions. in B Hokanson, M Exter, MM Schmidt & AA Tawfik (eds), Toward Inclusive Learning Design: Social Justice, Equity, and Community. Educational Communications and Technology: Issues and Innovations, Cham, pp. 217-232. https://doi.org/10.1007/978-3-031-37697-9_17

Factoring Power and Positionality into Research on Instructional Design Interventions. / Boling, Elizabeth; Lachheb, Ahmed; Abramenka-Lachheb, Victoria et al.
Toward Inclusive Learning Design: Social Justice, Equity, and Community. ed. / Brad Hokanson; Marisa Exter; Matthew M. Schmidt; Andrew A. Tawfik. Cham, 2023. p. 217-232 (Educational Communications and Technology: Issues and Innovations).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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T1 - Factoring Power and Positionality into Research on Instructional Design Interventions

AU - Boling, Elizabeth

AU - Lachheb, Ahmed

AU - Abramenka-Lachheb, Victoria

AU - Basdogan, Merve

AU - Sankaranarayanan, Rajagopal

AU - Chartrand, Grant

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AB - This study is an analysis of empirical studies published in major Association for Educational Communications and Technology (AECT)-sponsored journals: Educational Technology Research and Development (ETR&D), TechTrends, Journal of Applied Instructional Design (JAID), and Journal of Computing in Higher Education (JCHE). Through this analysis, we addressed two primary constructs within diversity, equity, and inclusion (DEI)—power and positionality—and how they do, or do not, intersect with research in instructional design technology (IDT). The focus of the study is on investigations in which interventions are implemented and conclusions are drawn. Our goal was to provide a critique and possible future directions to IDT researchers regarding DEI dimensions in their inquiry. The studies analyzed (n = 383) did not, to a degree we might have hoped, include DEI concerns, or these concerns are not fundamental enough to be included in reports of research. Limitations of the study and implications for future research are presented.

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T3 - Educational Communications and Technology: Issues and Innovations

SP - 217

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Boling E, Lachheb A, Abramenka-Lachheb V, Basdogan M, Sankaranarayanan R, Chartrand G. Factoring Power and Positionality into Research on Instructional Design Interventions. In Hokanson B, Exter M, Schmidt MM, Tawfik AA, editors, Toward Inclusive Learning Design: Social Justice, Equity, and Community. Cham. 2023. p. 217-232. (Educational Communications and Technology: Issues and Innovations). doi: 10.1007/978-3-031-37697-9_17

Factoring Power and Positionality into Research on Instructional Design Interventions

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