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The Chameleon Characteristics: A Phenomenological Study of Instructional Designer, Faculty, and Administrator Perceptions of Collaborative Instructional Design Environments
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
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Recommended APA Citation
Bawa, P., & Watson, S. (2017). The Chameleon Characteristics: A Phenomenological Study of Instructional Designer, Faculty, and Administrator Perceptions of Collaborative Instructional Design Environments. The Qualitative Report, 22(9), 2334-2355. https://doi.org/10.46743/2160-3715/2017.2915
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