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<p>Instructional designers play an essential role in shaping high-quality online teaching and learning in higher education. Although the rapid shift to emergency remote teaching during the pandemic created unprecedented instructional challenges, it also highlighted design strategies and professional competencies that continue to influence online learning today. The purpose of this study was to examine the strategies and practices that instructional designers adopted while supporting faculty during the emergency transition, as well as the lessons they carried forward into post-pandemic instructional design work.. Eight instructional designers working at different units of a large land-grant public research university in the midwestern United States participated in semi-structured interviews. Findings indicate that instructional designers relied on a set of human-centered strategies, including (1) empathy building, (2) agile problem-solving, (3) student engagement optimization, and (4) attention to equity and accessibility issues. Lessons learned reflected three categories: a personalized understanding of the instructional design role, a pedagogy of care, and strengthened collaboration and cross-unit networks. These findings highlight how the emergency remote teaching experience served as a catalyst for sustaining human-centered design practices that continue to shape online education.</p>

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From Emergency Response to Sustainable Practice: Instructional Designers’ Human-Centered Approaches to Online Learning

  • 期刊论文

  • 发表日期：

    2026年5月4日

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  • Dana AlZoubi,
  • Evrim Baran

摘要

Instructional designers play an essential role in shaping high-quality online teaching and learning in higher education. Although the rapid shift to emergency remote teaching during the pandemic created unprecedented instructional challenges, it also highlighted design strategies and professional competencies that continue to influence online learning today. The purpose of this study was to examine the strategies and practices that instructional designers adopted while supporting faculty during the emergency transition, as well as the lessons they carried forward into post-pandemic instructional design work.. Eight instructional designers working at different units of a large land-grant public research university in the midwestern United States participated in semi-structured interviews. Findings indicate that instructional designers relied on a set of human-centered strategies, including (1) empathy building, (2) agile problem-solving, (3) student engagement optimization, and (4) attention to equity and accessibility issues. Lessons learned reflected three categories: a personalized understanding of the instructional design role, a pedagogy of care, and strengthened collaboration and cross-unit networks. These findings highlight how the emergency remote teaching experience served as a catalyst for sustaining human-centered design practices that continue to shape online education.