Abstract

With the increasing use of instructional designers as pedagogical experts for eLearning activities within institutions of higher education, it is important we learn as much as possible about designing and developing effective instructional design across the disciplines. When instructional designers are employed as pedagogical experts but not content experts--and the instructors are content experts but not pedagogical experts--the result is a bifurcation of content and pedagogy. Connections of these two domains should not be neglected. This discussion paper makes the case for why pedagogical content knowledge should: (1) become integrated within the roles and functions of instructional designers; (2) be a requisite component within programmes of instructional design, and; (3) a primary focus of further research. (Contains 1 table.)

Citation

Kanuka, H. (2006). Instructional Design and eLearning: A Discussion of Pedagogical Content Knowledge as a Missing Construct. E-Journal of Instructional Science and Technology, 9(2),. Retrieved August 6, 2024 from https://www.learntechlib.org/p/67821/.

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Keywords

• College Curriculum
• College Instruction
• Computer Assisted Instruction
• Courseware
• curriculum design
• Educational Principles
• educational technology
• electronic learning
• Expertise
• higher education
• instructional design
• Instructional Effectiveness
• Material Development
• Pedagogical Content Knowledge
• technology integration