ESTABLISHING A COMPETENCY MODEL FOR E-LEARNING INSTRUCTIONAL SYSTEMS DESIGNERS IN THE UNITED STATES

The purpose of this mixed-method study, using Delphi and content analysis approaches, was to determine whether differences exist between the current International Board of Standards for Training, Performance, and Instruction (IBSTPI) instructional systems design (ISD) competencies and the competencies for the e-learning instructional systems designer (ISD), to identify the competencies unique to the e-learning ISD, and to establish an e-learning ISD competency model. The Delphi results suggested that while the IBSTPI ISD competency model forms the foundational competencies for the elearning ISD, human performance technology (HPT) and technology-based competencies are also relevant to the e-learning ISD role. A 60-day content analysis of job posting for e-learning ISDs served to corroborate the Delphi findings and test the hypothesis that the competencies required for e-learning ISD and traditional ISD differ. The content analysis data suggested while both e-learning ISD and traditional ISD job postings placed similar emphasis on traditional pedagogical skills within the traditionally ISD analysis, design, development, implementation, and evaluation (ADDIE) model, the e-learning ISD job postings were more oriented toward technology-based tasks and tools. From these data, a competency model for the e-learning ISD was developed.

这项采用德尔菲法和内容分析法的混合方法研究旨在确定当前国际培训、绩效和教学标准委员会（IBSTPI）的教学系统设计（ISD）能力与电子学习教学系统设计师（ISD）的能力之间是否存在差异，识别电子学习ISD特有的能力，并建立一个电子学习ISD能力模型。德尔菲法的结果表明，虽然IBSTPI的ISD能力模型构成了电子学习ISD的基础能力，但人类绩效技术（HPT）和基于技术的能力也与电子学习ISD的角色相关。对电子学习ISD职位招聘信息进行的为期60天的内容分析，证实了德尔菲法的研究结果，并检验了电子学习ISD和传统ISD所需能力不同这一假设。内容分析数据显示，虽然电子学习ISD和传统ISD的职位招聘在传统的ISD分析、设计、开发、实施和评估（ADDIE）模型中都同样强调传统的教学技能，但电子学习ISD的职位招聘更侧重于基于技术的任务和工具。根据这些数据，开发了一个电子学习ISD的能力模型。