An Exploration of Dynamic Decision-Making that Supports the Design of Authentic Learning Experiences in Online Environments

This study aims to examine the dynamic decision-making of instructional design faculty when they design authentic learning experiences in digital learning environments, with a special focus on how instructional design faculty engage in environmental analysis, dynamic decision-making, promotion of knowledge acquisition, as well as the challenges they meet with in their design process. Semi-structured interviews were conducted on thirteen instructional design faculty who had experience of integrating authentic learning into their online course design. A constant comparative method was employed to generate a total of six themes within the research focuses of this study. The study concludes by stating that the synergy between environmental analysis and dynamic decision-making supports the design of an authentic learning environment, which, in turn, helps instructional designers to leverage contextual factors to promote authentic learning experience. Implications are discussed, and limitations as well as suggestions for future studies are also provided.