| The primary purpose of this study was to determine those factors affecting the use of task analysis by expert instructional designers. Five types of task analysis were examined in this study: (a) Job/Procedural Task Analysis, (b) Cognitive Task Analysis, (c) Learning Task Analysis, (d) Activity Task Analysis, and (e) Topic/Content Task Analysis. Different task analysis types provide methods of retrieving knowledge related to an instructional situation that can be used to design instruction that is aligned with learner requirements.;Based on current task analysis literature, a hypothesized model was developed in this study that identified possible predictors for use of the five types of task analysis. Variables in the hypothesized model were (a) Designer Characteristics, (b) Content Characteristics, (c) Organization Characteristics, (d) Supports for Use of Task Analysis, (e) Barriers for Use of Task Analysis, and (f) Frequency of Use of Task Analysis Methods.;Surveys were distributed to 600 current members of the Association for Education Communications and Technology (AECT), with 187 were returned for a response rate of 31.2%. Participants completed a 36-question survey exploring relationships among designer, organization, content characteristics, and frequency of use of task analysis. Additionally, relationships among designer, organization and content characteristics and the barriers and supports to the use of task analysis were examined.;It was found that familiarity with task analysis methods was a major factor influencing the use of task analysis. If instructional designers were unaware of a task analysis process due to lack of training, the probability that they use task analysis during an instructional design project is very low. Also, if instructional designers are aware of task analysis in general, but not the many options available for specific design situations, then an inappropriate task analysis may be performed for a given situation, creating a weaker instructional design product.;The present study demonstrated that instructional designers are using task analysis. The hypothesized barriers of time and resources were not significant factors affecting use of task analysis in the instructional design process. However, support of client interventions and organization expectations were significant factors explaining the use of task analysis. |
