As educational technology practitioners and researchers engage in research in the field, a wide array of research methodologies are available to them. One such methodology is the Delphi Technique. Use of the Delphi Technique offers many benefits, including the ability to obtain expert opinion, build consensus, determine the suitability of the application of instructional interventions, forecast trends, and interact with research subjects without being limited by time and space. While the origin and early use of the Delphi Technique was in the business setting, it has been used in other environments over the years, including educational settings. The various intrinsic qualities of the methodology could be beneficial to the field of educational technology. This article examines the Delphi Technique, its benefits, and how it could benefit educational technology researchers. The Delphi TechniqueThe Delphi Technique is a research methodology that is used to elicit, distill, and determine the opinions of a panel of experts from a given field, seek consensus among the experts, and make predictions or decisions using the expert

As recognition of the roles and contributions of Instructional Design and Technology (IDT) professionals has increased, so has the demand for their skills in the workplace whether in higher education institutions or business entities. However, there remains some ambiguity, especially in higher education, about who IDTs are and what they do. There are also questions about who is hiring them. This content analysis study of 250 advertised higher education and corporate IDT positions found no fewer than 9 job titles, 13 academic programs, 5 degree levels, work experience from 1 to 10 years, and compensation that ranged from an hourly pay to a six-digit annual salary. Required skillsets included not only technical and analytical expertise but personal qualities. This study was conducted to provide a current look at the employment opportunities for Instructional Designers and Instructional Technologists.

This article presents the results of an investigation into the qualities and qualifications sought in distance education leaders by institutions of higher education in the United States. The researchers examined 191 distance education leadership position announcements posted by online sources between 1997 and 2010. Content analysis of these announcements suggests that distance education leadership in higher education requires preparation at the graduate level and a variety of academic and administrative experiences and skills including leadership, program evaluation, technical expertise, teaching, and course development. Leadership responsibilities are equally broad within a range of strategic, operational, and instructional areas.There has been tremendous growth in distance education programs across the United States in the last two decades. Davies, Howell, and Petrie (2010) suggest that distance education is gaining acceptance as a feasible and essential educational experience for students. The increased interest in distance education in higher education institutions as a delivery system for flexible learning has resulted in increased visibility and accountability for institutions and administrators (Milligan and Buckenmeyer 2008). Wherry and Windes (2010) posit that there is a recognition of the value of online distance education to students Correspondence should be sent to John Nworie,

The field of instructional technology has continued to evolve since its inception in the early l900s. Academic technology units in higher education have witnessed tremendous change in the last one and a half decades. The changes have led to reorganizations, realignments, adoption of innovative administrative structures, increased demands for services, and the addition of new roles for their personnel. In the midst of the changes, institutions continue to investigate the best approach to the organization of their academic technology to best serve faculty and the instructional needs of the institution. Proper organization and effective administration can lead to a thriving unit that efficiently supports the instructional goals of the institution. This article examines changes in academic technology support units (ITU) and models that are emerging in the organization of the units, and suggests issues to consider in the organization or reorganization of units that provide instructional technology support in higher education.

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