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Abstract

Background: University education trains students to apply various instructional design (ID) models and learning theories to design instruction systematically but does not account for the challenges that an instructional designer will encounter during project implementation in the real world. Hence, providing students with authentic experiences in ID is imperative. Purpose: This study examined how a service-learning experience in an ID course provided an authentic learning experience and impacted four graduate students’ professional development and community engagement. Methodology: In this multiple case study, a questionnaire with open- and closed-ended questions was administered. Using pattern-matching analysis of questionnaire responses, reflection assignments, and project artifacts, this study investigated three areas: how students connected ID learning to real-world needs, the influence on their attitudes toward community service and career choices, and their development of self-awareness. Findings: The service-learning experience helped students apply theoretical knowledge in an authentic context, develop essential professional competencies like communication and project management, and cultivate empathy through community engagement. The experience also influenced participants’ career interests and enhanced their awareness of personal strengths, limitations, and biases. Implications: Service-learning experiences in ID courses can be designed to support professional development and personal growth and prepare practitioners with technical expertise and civic awareness.

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Keywords

instructional design service learning community settings case study experiential education

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Creating STEM-Focused Interactive Storybooks: A Case Study on Instructional Design Service Learning

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