Exploring Design Epistemology Among Educational Researchers, Lecturers, and Students in Ghana

Résumé

Given the increasing complexity of higher education, the need for deliberate design has grown. There is an implied understanding within the design epistemological framework of Western studies that when instructional principles are fairly applied in higher education classrooms, educators might achieve improved learning outcome regardless of context. This study explores design epistemology among educational researchers, lecturers, and students in the specific cultural context of Ghana. Using a design task, the study identified substance of design epistemology in areas such as goals, teaching methods, assessment approaches, context, agents, and principles. There was limited variation in design epistemology among researchers, teachers, and students. Further, the results revealed that in the higher education context of Ghana, a shared instructional template significantly determines the design of learning environments and reshapes any design task into a development task. It is thus argued that instructional design is a highly situated activity in the sense that contextual factors, and the specificities of different higher education ecosystems may give rise to differences in how educational stakeholders apply design principles and theories. The study illustrates the need for more research on actual contextualized design practice to provide emic perspectives of effective instructional design models.

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