• The Journal of Applied Instructional Design
  • About the Journal
  • Inclusiveness in Instructional Design & Development of Informal Learning Experiences: From Cultural Lenses
  • Gab, Parler, and (Mis)educational Technologies: Reconsidering Informal Learning on Social Media Platforms
  • Justice-Oriented Lurking: How Educators Lurk and Learn in the Marginal Syllabus
  • Parents Caring, Sharing, and Learning Together Online: An Examination of Information Seeking and Learning Strategies Utilized in an Online Health-Related Support Group
  • Informal Learning Experiences on Social Media: The Case of #MarketingTwitter
  • Learning Without Borders: Moving Beyond the Comfort of the Classroom Cohort to an Inter-cohort
  • Place-Making for Informal Learning in an Online Programming Course
  • Free Asynchronous Professional Development By, From, and For Instructional Designers: How Informal Learning Opportunities Shape Our Professional Learning and Design Practices
  • Instructional Designers’ Use of Informal Learning: How Can We All Support Each Other in Times of Crisis?
  • Undergraduate Students in Online Social Communities: An Exploratory Investigation of Deliberate Informal Learning Practices
  • Designing Online Professional Learning to Support In-Service and Preservice Teachers Adapting to Emergency Remote Teaching
  • Bridging the Informal and Formal Learning Spaces with WhatsApp
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  • Publication Information
    SeriesThe Journal of Applied Instructional Design
    LicenseCC BY

    The Journal of Applied Instructional Design

    September 2021

    Table of Contents

    The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

    A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

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    Access it online or download it at https://edtechbooks.org/jaid_10_3.