ISSN: 2160-5289                                  

...a journal for people who design great learning experiences.

During the past 50 years, journals in the field of instructional design have been responsive to the changing needs of both scholars and to a lesser degree, the practitioner. We have seen an evolution of AVCR to ECTJ, the emergence of JID, and finally the merging of ECTJ and JID to form ETR&D. ETR&D is a widely recognized, scholarly journal in our field that maintains rigorous standards for publications.                                    


During the past 50 years, we have also witnessed a change in the field due in part to the success of instructional design in business and other nonschool environments. The number of instructional designers working outside the university has dramatically increased. Of particular importance is the rise in the number of instructional designers with doctorates who consider themselves practitioners, but not necessarily scholars. This growing group of designers might be best described as reflective practitioners who can make a significant contribution to the knowledge of our field.

This growth and success in the application of instructional design has also changed the field. From the early days of the field until the mid-1980’s, the theory and practice of instructional design was almost exclusively influenced by the academic community. With the growth of instructional designers, the theory and practice of the field is now defined by both academics and practitioners. There is a need for greater communication between the scholars and the practitioners in a scholarly journal that will support innovation and growth of our knowledge base.

About The Journal of Applied Instructional Design (JAID)

Editorial Board


The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The proposed journal will establish and maintain a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles might include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles will be based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor will be established through articles grounded in research and theory.

This journal will encourage the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles should inform both the study and practice of instructional design.

This journal will provide a refereed-reviewed format for the publication of scholarly articles in the field of applied instructional design. The journal recognizes the role of the practitioner in the work environment and realizes that outside constraints may limit the data collection and analysis process in applied settings. The limitations of real-world instructional design of the practitioner can still provide valuable knowledge for the field.

An Association of Educational Communications and Technology (AECT) Publication

The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by the Association for Educational Communications and Technology (AECT).                                     






2021 (Volume 10)

2020 (Volume 9)

2019 (Volume 8)

2018 (Volume 7)

2017 (Volume 6)

2015 (Volume 5)

2014 (Volume 4)

2013 (Volume 3)

2012 (Volume 2)

2011 (Volume 1)