DissertationDefense Call

May 29, 2015

DEMONSTRATING EMPATHY: A PHENOMENOLOGICALSTUDY OF INSTRUCTIONAL DESIGNERSMAKING INSTRUCTIONAL STRATEGYDECISIONS FOR ADULT LEARNERS

Linda S. Vann

Diane Johnson, EdD, Faculty Mentor and ChairDeborah S. Adelman, PhD, Committee Member

Wendy Zender, PhD, Committee Member 

James A. Wold, PhD, Interim Dean, School of Education 

A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy 

Capella University

May 2015

Statement of the ProblemThe problem, as reported by Parrish (2006, 2014), is that there appears to be a gap in the research literature explicitly addressing empathy for learners as a vital aspect of instructional design.

This is a problem because designs void of empathy are designs that may:

a. be inequitable to learners (Damarin, 1994),b. negatively affect the productivity of the design

process (Savage, 1975), andc. result in a product that ignores existence of the

implicit needs of the consumer (Leonard & Rayport, 1997; Rifkin, 1994), which, in instructional design, is the learner.

Statement of the Problem (cont’d)

It appears, based on extensive research for updated literature within this area that the gap still exists.

Purpose of the StudyThe purpose of the study was to provide a description, through phenomenological investigation, of how instructional design practitioners demonstrate empathy when making instructional strategy decisions for adult learners. The research question was designed to generate dialogue to advance the concept of empathy in instructional design.

Research QuestionHow do instructional designers describe their experiences of demonstrating empathy when making instructional strategy decisions for adult learners in online higher educational settings?

Significance of the StudyThis study has been an investigation into the lived experiences of instructional designers with demonstrations of empathy for adult learners in online higher educational settings.

• Parrish (2006) suggested that empathy for learners is an underrepresented topic in the field of instructional design.

• Research that investigates the demonstration of empathy for learners is significant to the field of instructional design, because it offers insight into how, if at all, empathy for adult learners is demonstrated through instructional strategies.

• As a result of this study, additional knowledge is available about how expert instructional designers view empathy for adult learners and the considerations that influence empathic instructional strategy decisions.

Theoretical FrameworkTransformative Learning Theory

• Adult learners caught in their own history, continually add to and experience iterations of that history, in ways that create continuous learning (Mezirow, 1978, 1994, 1996, 1997, 2003).

Transformative Learning Theory and the Adult Learner• Essentially, learners must reflect critically on their experiences, converse with others in

relation to their changed worldviews while seeking the best conclusions, and then, apply action to the new perception (Merriam, Caffarella, & Baumgartner, 2007).

Adult Learning Theory and Andragogy• The instructional goal is to apply knowledge contained in learning theories to develop

efficient learning environments (Driscoll, 2005).

Constructivism• Discovery should be the main tenet of constructivism; it is through discovery that learners

not only acquire new knowledge, but also realize the knowledge they already possess (Bruner, 1966).

Dick and Carey Model of Instructional Design• The components of a systems approach to instructional design comprise learners, instructors,

materials, and environments; each acting in concert to reach defined goals (Dick, Carey, & Carey, 2015).

Literature Review Overview

Instructional Designers & Instructional Strategies:• Instructional Designers and What They Do• Instructional Strategies• How Instructional Designers Make Instructional Strategy Decisions

Empathy:• The Demonstration of Empathy as a Critical Instructional Design Skill

• What Is Empathy• The Cons and Pros of Empathy• Empathy Theory• Empathic Instructional Design• Developing Instructional Designers’ Empathic Relationships withSubject Matter Experts and Learners

• A View of Empathy from Other Design Fields• Why the Emotion of Empathy is not Enough

Literature Review Overview (cont’d)

Adult Learning Theory:• Andragogy• Constructivism• Transformative Learning Theory• Transformative Learning and the Adult Learner

Ethics:• Ethics and Instructional Design

Instructional Design Model:• Dick and Carey Model of Instructional Design

Research Method & Design

Qualitative with a phenomenological design:Data organization and analysis were guided by Creswell’s (2013) modified version of the Stevick-Colazzi-Keen method (Figure 3) with additional insight from Moustakas (1994)

Research Method &Design (cont’d)

Rationale for choice of research design:• singular experiences with the phenomenon were

condensed into a report of collective essence (Creswell, 2013)

A qualitative method was beneficial to this research study because it

• investigated the actual meaning of participants’ lived experiences (Moustakas, 1994) and

• allowed the researcher to empathically view participants’ world from their perspectives (Lodico, Spaulding, & Voegtle, 2010).

Sample & RecruitmentEight expert instructional design practitioners:

• had a minimum of 5 years of instructional design experience,

• designed instruction for adult learners in online higher educational settings,

• had dates of birth ranging from 1940-1986,• were six females and two males, and• were recruited through four LinkedIn instructional

design groups.

Interview Protocol Field Test

Three field test participants:• Matched the criteria for research study participants

Field test participants received by email and completed:

• Interview protocol• Follow-up questionnaire

No significant changes were made to the interview protocol as a result of the field test.xperiences of demonstrating empathy when making instructional strategy decisions for adult learners in online higher educational settings

Data CollectionRecorded interviews:

• Skype was used to place calls to participant-designated numbers

• Athtek for Skype was used to record the interviews• Interviews lasted approximately 30 – 50 minutes• Topic saturation was reached during each interview• Eight interviews were transcribed by the researcher

Data Organization & Analysis

Nvivo for Mac was used to:• Organize data• List participants’ significant statements • Develop meaning units (theme clusters)• Develop main themes

• Six themes emerged (Table 3 in descending orderwith % of support)

• Develop textural, structural, and composite descriptions of participants’ lived experiences with the phenomenon

Data Organization& Analysis (cont’d)

Table 3: Percent of Supportive Findings, by Theme, in Descending Order, in Answer to the Research Question

Central Themes Percent of Support

Criticality/importance of empathy in instructional

design

Instructional strategies should reflect empathy

Know the audience/learners

Hindrances to demonstrations of empathy exist and

vary

Online learning requires different considerations

Relevancy

100%

100%

100%

87.5%

75%

50%

Research Findings By Theme

Criticality/importance of empathy in instructional design• Support: eight out of eight participants (100%)

Instructional strategies should reflect empathy• Support: eight out of eight participants (100%)

Know the audience/learners • Support: eight out of eight participants (100%)

Hindrances to demonstrations of empathy vary• Support: seven out of eight participants (87.5%)

Online learning requires different considerations• Support: six out of eight participants (75%)

Relevancy• Support: four out of eight participants (50%)

Implications of Findingsfor Practice

Participant experiences indicated that• expert instructional designers consider the design

from the perspective of learners; • a genuine empathetic mindset, amongst expert

instructional designers, exists for adult learners; • empathy for adult learners plays a strong role in

instructional strategy decision-making; and • hindrances to demonstrations of empathy in

instructional design exist and should be acknowledged.

Study LimitationsFindings did not provide

• insight into how novice instructional designers experience the phenomenon

Since most participants seemed• to have a natural inclination toward empathy, the

study was limited in the sense that it did not provide insight into instructional designers who may lack a natural inclination toward empathy

Recommendations forFurther Research

Recommendations were presented to:• Extend the study to include novice instructional designers• Conduct a Delphi study to arrive at consensus on the innateness or intentionality of empathy among instructional designers

• Survey and investigate to determine if empathy for learners and hindrances to demonstrations of empathy are components of instructional design programs

• Investigate whether or not formal education would encourage demonstrations of empathy for learners.

• Survey instructional designers to determine if their perceptions of empathy for learners would be affected by an International Board of Standards for Training, Performance, and Instruction (IBSTPI) inclusion of empathy for learners as a competency

ConclusionsThis study has

• added insights about empathy and instructional design to the base of knowledge for the field.

Participants’ responses about their lived experiences• provided insights about demonstrations of empathy related to

decisions about instructional design strategies.

The insights provided by this study’s findings will• help to continue the dialog about empathy in instructional

design and, more specifically, empathy for adult learners and the considerations necessary to provide them with relevant, meaningful instruction.

ReferencesBruner, J. S. (1966). Toward a theory of instruction. Cambridge, MA: Belknap Press of Harvard

University.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Los Angeles, CA: Sage.

Damarin, S. K. (1994). Equity, caring, and beyond: Can feminist ethics inform educational technology? Educational Technology, 34(2), 34-39. Retrieved from ERIC database. (EJ478106)

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Upper Saddle River, NJ: Pearson. [Kindle edition]

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.

Leonard, D., & Rayport, J. F. (1997). Spark innovation through empathic design. Harvard Business Review, 75(6), 102-113. Retrieved from http://bear.warrington.ufl.edu/williams/mar_6648/MAR_6648_Readings_files/spark%20innovation%20through%20empathic%20design.pdf

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (2nd ed.). San Francisco, CA: Jossey-Bass.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100-110. doi:10.1177/074171367802800202

References (cont’d)Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44(4), 222-232.

Retrieved from ERIC database. (EJ487444)Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158-172.

doi:10.1177/074171369604600303Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and

Continuing Education, 74, 5-12. doi:10.1002/ace.7401Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1),

58-63. doi:10.1177/1541344603252172

Moustakas, C. E. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Parrish, P. (2006). Design as storytelling. Tech Trends, 50(4), 72-82. doi:10.1007/s11528-006-0072-7

Parrish, P. (2014). Designing for the half-known world: Lessons for instructional designers from the craft of narrative fiction. In B. Hokanson, & A. Gibbons (Eds.), Design in educational technology (pp. 261-270). Springer International Publishing. Retrieved from https://www.academia.edu/2773479/The_Half-Known_World

Rifkin, G. (1994). Product development: Empathic design helps understand users better. Harvard Business Review, 72(2), 10-11.

Savage, A. L. (1975). Increasing empathic capabilities of instructional developers: Evaluation of a three-phase instructional strategy. AV Communication Review, 23(4), 415-426. doi:10.1007/BF02898563

Thank YouDr. Johnson

Dr. Adelman

Dr. Zender

Questions