Murray State Theses and Dissertations

Abstract

This ethnographic study examines the collaboration between faculty members and instructional designers during the development of online courses at a large, research-intensive university. As institutions expand their digital learning initiatives, effective partnerships between faculty and instructional designers have become increasingly important; however, they are often constrained by hierarchical norms, disciplinary differences, and time pressures. Using a framework for interdisciplinary collaboration in healthcare settings, this study analyzed recorded meetings and post-participation interviews to examine how collaboration unfolded and how participants perceived its influence on course quality. Findings indicate that faculty maintained clear ownership of instructional decisions, often viewing designers as supportive consultants rather than co-creators. However, productive collaboration occurred when trust, clear communication, and shared pedagogical goals were established. This study contributes to the growing literature on interdisciplinary collaboration in higher education by highlighting the conditions that support meaningful partnerships between faculty and designers. The findings provide practical guidance for instructional design teams, faculty developers, and academic leaders seeking to enhance collaborative course design and the quality of online teaching and learning.

Year manuscript completed

2025

Year degree awarded

2025

Author's Keywords

interdisciplinary collaboration, instructional design, higher education, online learning, course development

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Teresa Clark

Committee Member

Melissa Chapman

Committee Member

Abbigail Morris

Document Type

Dissertation

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