Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development”

Abstract

This response provides a response to the Lubin and Reio article, Response to Lubin and Reio, “From the Standpoint of Instructional Designers: Critically Investigating the Coordination of ID Contributions to Collaborative Online Course Development.” Specifically, it explores persistent gaps in the literature on the relationships between faculty and of instructional designers when designing asynchronous online courses in higher education: (a) lack of the perspectives of faculty and administrators in the research; (b) a lack of a formal definition of collaboration and, along with that, a consideration of the other roles that instructional designers play in higher education; (c) issues regarding the status of faculty and instructional designers in higher education; and (d) copyright ownership issues and their impact on working relationships. The response argues that, until the research explores these issues, the ability of this line of research to effectively advocate for change in the relationships between faculty and instructional designers is limited.