Professional Associations as Communities of Practice for Novice Instructional Designers: An Integrative Review

Abstract

The demand for instructional designers (IDs) has grown significantly, particularly in the wake of the COVID-19 pandemic, which highlighted the critical need for effective online learning solutions. This increasing demand underscores the necessity for continuous skill development among IDs, particularly novices entering the field. This study investigates how professional associations function as Communities of Practice (CoPs) to support novice IDs in developing essential competencies. It utilizes an integrative review methodology that includes a six-phase design process: formulating a broad purpose and/or review question(s), systematically searching the literature using predetermined criteria, critically appraising selected research, analyzing and synthesizing literature, discussing new knowledge, and disseminating findings the research. This study explores the features of CoPs—community, domain, and practice—and their manifestation within professional associations serving IDs. The findings reveal the dynamic interplay of CoP components and their potential to foster professional growth by providing opportunities for shared learning, networking, and access to valuable resources. A framework derived from the analysis highlights key competencies nurtured within these associations, offering actionable insights for novice IDs, employers, and professional organizations. This research contributes to the field by emphasizing the role of professional associations as latent network CoPs in advancing the professional development of instructional designers.