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Instructional Design in Teaching and Learning: A Critical Pedagogy in Online Learning
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Abstract
This study investigates how instructional design can enhance teaching and learning within online learning environments, particularly through the lens of critical pedagogy. Using a case study design, the research explores the application of instructional design principles to create engaging and inclusive digital learning experiences. A qualitative methodology was employed, utilizing open-ended questionnaires and focus group discussions to capture the perspectives of both lecturers and students at the University of Botswana. Data were analysed using thematic categorization, and content analysis to generate comprehensive insights. Key themes that emerged included learner-centred design, ethical considerations in digital education, challenges in implementing instructional design, and the integration of technology in online pedagogy. Thematic analysis revealed a generally positive attitude toward instructional design, with faculty highlighting its strategic and pedagogical value, while students emphasized its role in enhancing engagement and learning relevance. The findings underscore the importance of adopting structured instructional design frameworks to bridge the digital divide and improve the quality of digital learning particularly in Botswana and similar global contexts. This study proposes the Contextualized and Responsive Instructional Design (CRID) Framework to guide higher education institutions in implementing research-informed, equity-focused, and innovative online learning strategies. Recommendations include the adoption of evidence-based instructional design models, expanded faculty training in digital pedagogy, and the development of supportive institutional policies.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 5121
Country
Botswana
Region
Africa
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Date
2025-09
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Publisher
Commonwealth of Learning (COL)