Instructional designers employ teaching activities such as self-reflection, authentic learning, and collaborative work to foster dispositions, but application is inconsistent¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants reported using self-reflection, journaling, discussions, capstone projects, authentic and experiential learning, and problem-based learning to foster dispositions. → Jafar Tavakoli 2025 q2 i? These teaching approaches were not consistently applied across participants' designs. → Jafar Tavakoli 2025 (2)

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

Findings on teaching and learning activities (RQ2): participants named self-reflection, journaling, discussions, capstone projects, group work, authentic learning, experiential learning, and problem-based learning as strategies to foster dispositions.

"Daniel highlighted the role of self-reflection activities, journaling, and watching videos In his designs, learners “… do a lot of self-reflection, journaling their personal stories and life experiences, and sharing them with others.”."

Jafar Tavakoli 2025 (2)¶

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

Discussion section statement that the teaching activities participants mentioned align with literature but "were not consistently applied across the participants’ designs".

"It should be mentioned that these approaches were not consistently applied across the participants’ designs."

Discussion¶

Related Claims¶

• Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work — a narrower finding that bears on this claim
• Project-based learning improves achievement — related
• Authentic Audiences Improve Student Work — related
• P(j)BL research conceptualizes CT more often as processes than as dispositions, and many studies define and measure CT inconsistently — related
• Most assessment methods for dispositions were suggestions rather than implemented practices, and some designers had no assessment ideas — a narrower finding that bears on this claim