Higher education instructional designers recognize dispositions as important learning goals in their course designs¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Nearly all interviewed instructional designers regarded dispositions as important and stated they incorporate them into their designs. → Jafar Tavakoli 2025
Evidence¶
Jafar Tavakoli 2025¶
Jafar Tavakoli, Marisa Exter, Ankita Kotangale. (2025). Integrating dispositions in instructional design: an exploratory study in higher education. Instructional Science. https://doi.org/10.1007/s11251-025-09762-3
q2 · i? · qualitative · r3
Exploratory qualitative study of semi-structured interviews with six US higher education instructional designers; the discussion reports that "Nearly all participants in this study regarded dispositions as important" and incorporated them into designs.
"Nearly all participants in this study regarded dispositions as important and stated that they incorporate them into their designs."
Discussion¶
Related Claims¶
- Most assessment methods for dispositions were suggestions rather than implemented practices, and some designers had no assessment ideas — related
- The gap between dispositions as learning goals and their assessment indicates misalignment among Integrated Course Design components — related
- Instructional designers define dispositions in varied and divergent ways, with several conflating them with soft skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ids-recognize-dispositions-as-learning-goals |
title |
Higher education instructional designers recognize dispositions as important learning goals in their course designs |
description |
Higher education instructional designers recognize dispositions as important learning goals in their course designs |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jafar-tavakoli-2025 |
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