Phenomenological Exploration of Instructors' and Students' Experiences with Technology-Based Instructional Design in Higher Education
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Abstract
The integration of technology in higher education has significantly transformed teaching and learning methods, yet the subjective experiences of instructors and students in this context remain underexplored. While much of the existing research focuses on the effectiveness of technological tools, the personal, emotional, and cognitive dimensions of technology use in the classroom are often overlooked. Despite its potential, little is known about how individuals experience and perceive the implementation of technology-based instructional design in education. This study addresses this gap by applying a phenomenological approach to explore the lived experiences of 20 instructors and 30 students using technology in higher education. Through semi-structured interviews and thematic analysis, the study reveals that while technology can enhance engagement and learning outcomes, its successful integration requires continuous support and proper training for both instructors and students. These findings suggest that educational institutions must not only focus on providing technological tools but also ensure the readiness and emotional engagement of all participants. The study contributes to a deeper understanding of the role of technology in education and offers practical insights for future research into long-term effects and diverse disciplinary contexts.
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