While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders’ perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have collaborative instructional designing experiences within Midwestern higher education institutions. Practitioner and research implications are also discussed. The data revealed nine core characteristics perceived as crucial to effective collaboration within instructional design projects. These characteristics are discussed using the metaphor and associated acronym of CHAMELEON (Communication, Humility, Adaptability, Mentorship, Empathy, Looping, Engagement, Oscillation, Networking).


Phenomenology, Hermeneutic, Collaboration, Instructional Design, Stakeholders

Author Bio(s)

Papia Bawa is an English Professor at Ivy Tech Community College for more than fifteen years, and previously taught at Purdue’s College of Liberal Arts. Her research focuses on learner-centered learning environments, cultural inclusivity issues in online and offline courses, and technology centered curriculum, including game based learning. Correspondence regarding this article can be addressed directly to: pbawa@purdue.edu.

Sunnie Lee Watson is Assistant Professor of Learning Design and Technology at Purdue University. Her research focuses on attitudinal change, technology integration, including MOOCs and PIES, and critical systemic change in relation to information-age, learner-centered learning environments.

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Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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