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Grounded Design: A Teacher-Centered Approach for the Instructional Designer in Building Better Digital Classrooms Connecting Design Frameworks with the Realities of Public School Teaching
Journal Title
Keywords
Academic Integrity
Access Inequality
COVID-19
COVID-19 Education
Digital Classrooms
Distance Learning
Educational Equity
Educational Technology
Instructional Design
Instructional Design Framework
Instructional Fidelity
K–12 Education
Online Learning Challenges
Professional Development
Remote Learning
Remote Teaching
Student Engagement
Teacher-Centered Design
Technostress
Thematic Analysis
Virtual Learning
Access Inequality
COVID-19
COVID-19 Education
Digital Classrooms
Distance Learning
Educational Equity
Educational Technology
Instructional Design
Instructional Design Framework
Instructional Fidelity
K–12 Education
Online Learning Challenges
Professional Development
Remote Learning
Remote Teaching
Student Engagement
Teacher-Centered Design
Technostress
Thematic Analysis
Virtual Learning
Readers/Advisors
Lizardi, Ryan, Ph. D, LeJeune, Nick, MFA
Journal Title
Term and Year
Summer 2025
Publication Date
2025-07
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Publication Issue
Publication Begin
Publication End
Number of pages
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Organizational Units
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Abstract
This capstone project explores the challenges and opportunities presented by the rapid transition from in-person to virtual learning during the COVID-19 pandemic. Drawing on personal experience as an educator during the pandemic, the study critically examines the complexities of instructional design, content adaptation, and teaching methods in digital environments. The research highlights the key challenges faced by educators, instructional designers, and students, particularly issues related to connectivity and access inequalities, readiness and training gaps, and technostress. These challenges often compromised the quality and authenticity of virtual instruction.
Through a thematic analysis of scholarly literature published between 2021 and 2025, this study investigates the broader impacts of emergency remote teaching on various educational contexts. The findings suggest that successful digital learning requires more than just technology; it requires well-integrated instructional design, ongoing professional development, and infrastructure that supports both educators and students. The research further identifies ethical concerns related to equity and access, as well as the limitations of virtual learning in certain subject areas.
In response to these findings, an artifact, a guide for instructional designers, was developed to provide a research-grounded framework for improving the overall quality of virtual instruction by addressing the prominent themes discovered in the study. This artifact serves as a practical tool for educators and instructional designers to assess the characteristics of ideal virtual learning environments and conditions, ensuring that future plans for instructional designs are aligned with the realities of classroom practice. The study concludes by underscoring the need for a holistic approach to instructional design, one that not only prioritizes pedagogical effectiveness but also the emotional well-being of all stakeholders.
Citation
Jones, M. (2025). Grounded design: A teacher-centered approach for the instructional designer in building better digital classrooms connecting design frameworks with the realities of public school teaching. SUNY Polytechnic Institute.