About the Journal

During the past 50 years, journals in the field of instructional design have been responsive to the changing needs of both scholars and to a lesser degree, the practitioner. We have seen an evolution of AVCR to ECTJ, the emergence of JID, and finally the merging of ECTJ and JID to form ETR&D. ETR&D is a widely recognized, scholarly journal in our field that maintains rigorous standards for publications.

During the past 50 years, we have also witnessed a change in the field due in part to the success of instructional design in business and other nonschool environments. The number of instructional designers working outside the university has dramatically increased. Of particular importance is the rise in the number of instructional designers with doctorates who consider themselves practitioners, but not necessarily scholars. This growing group of designers might be best described as reflective practitioners who can make a significant contribution to the knowledge of our field.

This growth and success in the application of instructional design has also changed the field. From the early days of the field until the mid-1980’s, the theory and practice of instructional design was almost exclusively influenced by the academic community. With the growth of instructional designers, the theory and practice of the field is now defined by both academics and practitioners. There is a need for greater communication between the scholars and the practitioners in a scholarly journal that will support innovation and growth of our knowledge base.

ISSN: 2160-5289


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.


This journal will provide a peer-reviewed format for the publication of scholarly articles in the field of applied instructional design. The journal recognizes the role of the practitioner in the work environment and realizes that outside constraints may limit the data collection and analysis process in applied settings. The limitations of real-world instructional design of the practitioner can still provide valuable knowledge for the field.

Sponsoring Organization

JAID is a publication of the Association for Educational Communications and Technology (AECT).

JAID is an online open-access journal and is offered without cost to users.

Journal Staff

EditorJill E. StefaniakUniversity of Georgia
Assistant EditorMohan YangOld Dominion University
Development EditorRoyce KimmonsBrigham Young University
CopyeditorRebecca M. ReeseRocky Mountain College of Art and Design
CopyeditorLauren M. BagdyUniversity of Georgia
Copyeditor Rebecca Clark-StallkampVirginia Tech

Editorial Board

Andy GibbonsBrigham Young University
David Richard MooreOhio University
Wilhelmina SavenyeArizona State University
James EllsworthU.S. Naval War College
David WileyLumen Learning
Ellen WagnerSage Road Solutions, LLC
Barbara LockeeVirginia Tech
Theodore J. KopchaUniversity of Georgia
Tutaleni AsinoOklahoma State University
Shahron Williams Van RooijGeorge Mason University
Beth SockmanEast Stroudburg University
M.J. BishopUniversity System of Maryland
Charles Xiaoxue WangFlorida Gulf Coast University

About AECT

The AECT Logo

The Association for Educational Communications and Technology (AECT) is a professional association of instructional designers, educators and professionals who provide leadership and advise policy makers in order to sustain a continuous effort to enrich teaching and learning. Seizing opportunities to raise awareness and leverage technology, our members may be found around the world in colleges and universities, in the Armed Forces and industry, in museums, libraries, and hospitals, and in the many places where educational change is underway. Our research and scholarly activity contribute to the knowledge base in the field of Learning. We are on the cutting edge of new developments and innovations in research and application.

AECT is the premier organization for those actively involved in the design of instruction and a systematic approach to learning. We provide an international forum for the exchange and dissemination of ideas for our members and for target audiences. We are the national and international voice for improvement of instruction and the most recognized association of information concerning a wide range of instructional and educational technology. We have 24 state and six International Affiliates all passionate about finding better ways to help people learn.

Since 1923, AECT has been the professional home for this field of interest and has continuously maintained a central position in the field, promoting high standards, in both scholarship and practice with nine Divisions and a Graduate Student Assembly that represent the breadth and depth of the field. Other journals sponsored by AECT include Educational Technology Research and Development and TechTrends.

The Journal of Applied Instructional Design (JAID) is a refereed online journal designed for the publication of scholarly articles in the field of applied Instructional Design. The purpose of JAID is to provide the reflective ID scholar-practitioners and researchers a means for publishing articles on the nature and practice of ID that will support the innovation and growth of our knowledge base. The journal is for practitioners, instructors, students, and researchers of instructional design.

Previous Citation(s)
The Journal of Applied Instructional Design, 10(3).https://edtechbooks.org/-tCmw

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