Abstract
The aim of this study was to explore the role played by instructional designers (IDs) in bridging the gap between the digital competence of commerce graduates and the evolving requirements of industries. The target population was IDs who had at least two years of experience designing modules or courses for higher education institutions in South Africa, using Learning Management Systems (LMS) as platforms for student learning dissemination and delivery.
A mixed-method approach was utilised to gather responses from the participants. The sample consisted of 13 IDs, with 12 participating in the qualitative study and all 13 contributing to the quantitative study. The qualitative analysis revealed the complex nature of instructional design practices. These practices emphasised personalised learning experiences, collaboration, and the incorporation of the Backward Design (BD) Theory, which served as the foundation of the study. The ADDIE approach was also used in the design process, complementing the BD theory. The Cognitive Load Theory emerged as significant in the role of instructional design.
The quantitative results affirmed the perceived importance of IDs in enhancing students' digital competence through the application of instructional design practices and methodologies. The study concludes with several recommendations. It suggests the integration of innovative instructional design methods, a collaboration between higher education institutions and industry experts, and a blended approach that combines the BD Theory and the ADDIE framework to create personalised learning experiences. The study also found that the culture and experience of IDS significantly influence the digital skills competency of graduates.
Keywords: ADDIE, Backward Design, Instructional Designer, Higher Education Institution, Learner Management System, Digital Skills