A Model for Effective Online Instructional Design Li-Ling Chen California State University at East Bay, USA

 

A Model for Effective Online Instructional Design

Li-Ling Chen California State University at East Bay, USA

Instructional design (ID), also known as instructional systematic design (ISD), is the discipline of creating instructional experiences that make knowledge and skill acquisition more efficient, effective, and appealing. There is an urgent need to create an effective instructional design paradigm to aid in the creation and delivery of online learning environments.

Significance of instructional design

·                              It provides guidance for course design.

·                               Increase focus on a topic quickly

·                               remove distractions,

·                               organize contents, to sequence instruction effectively,

·                           Assist and support learners, and to

·                       Promote engaging, meaningful, and active learning.

·                       Helps to know where to start, what to do, when to communicate, and how to learn. 

 

A poorly designed online course frequently confuses online students, loses their concentration, and makes them feel frustrated. It also causes students to become disoriented, lose their interests, and become distressed.

Traditional ISD models

The two most frequently cited traditional ID models are the ADDIE model and Dick, Carey, and Carey’s model

ü The ADDIE model offers five universal course design principles: Analysis, Design, Development, Implementation, and Evaluation. Its benefits include structured design guidance, a useful checklist to guarantee a solid course design, and a strong emphasis on implementation and evaluation. ADDIE's disadvantages include a lack of breadth in the design process, a paradigm that is too linear and rigid, and a lack of inspiration.

ü Dick, Carey, and Carey’s ISD model is more specific and rigid to each instructional step. Their model is grounded in real-world scenarios, takes into account learners' requirements, assesses prior knowledge levels, and incorporates learning and performance context into the design. The model is also instructor-centered, with the learner assumed to be a passive consumer of information and materials rather than an active participant in the learning process.

 

Online instructional design models

 Five instructional design models, theories, and standards relevant to online instruction or elearning design. They are:

1.    Alonso, Lopez, Manrique, and Vines’ E-Learning instructional model: In 2005, Alonso, Lopez, Manrique, and Vines suggested a blended learning web-based e-learning education model. They define their model as "a psychopedagogical instructional model based on content structure, the most recent research in information processing psychology, and social constructivism, and defining a blended approach to the learning process.". Analysis, Design, Development, Implementation, Execution, Evaluation, and Review

2.     the Instructional Design Model for Online Learning (IDOL): IDOL model, designed and proposed by Siragusa, Dixon, and Dixon gears toward online course design in higher education with three proposed main steps: analysis, strategy, and evaluation.

 

3.  Roblyer’s online and blended learning design theoryRoblyer suggested his instructional design model in his 2015 book, Introduction to Systematic Instructional Design for Traditional, Online, and Blended Environments. he proposes how to organize traditional, online, and blended learning environments. Strictly speaking, it is not an online instructional design model but just suggestions and considerations for online instructional design

4.    the online instruction rubric by Quality Online Learning and Teaching (QOLT), and QOLT's online teaching rubric was first published in 2010. The California State University System created it as a statewide initiative. It functions as a framework for online course design and delivery, as well as a means of assisting in the development of online instruction. The rubric, according to QOLT, can be used to create online learning in two ways.: “1. as a course self evaluation" tool - advising instructors how to revise an existing course to the Rubric for Online Instruction. 2. As a way to design a new course for the online environment, following the rubric as a road map.

 

5. Quality Matters (QM) Publisher Rubric  was created by Quality Matters (QM),), a non-profit group committed to ensuring the quality of online and blended learning. There are two rubric sets: one for college education and one for K-12 education.

  A pedagogically effective model for online instructional design

There are some basic principles for designing and developing an effective online course. There are five main principles or steps in the model: Identify, Choose, Create, Engage, and Evaluate (ICCEE).

1.    Identify: identifying a course format becomes essential in the initial process when designing an online course.

·       identify instructional objectives.

·       When identifying the : terminal objectives for the online or blended course? Are the terminal objectives mandated by the institution that the online course will be offered? Is there any flexibility that the instructor can create his/her terminal objectives for the learners?

·       identify learners’ needs and characteristics

2.    Choose: Online teachers can choose a linear or nonlinear content organization layout for their online course contents and materials. Choosing a format for content organization is critical in this stage because it influences students' first impressions of online classes as well as their access to and navigation of course contents.

3.    Create: Online teachers begin by developing an intuitive course path or flow, developing instructional methods and materials for content presentation, assignment, and evaluation, developing interactive communication methods, and developing supporting materials for students.

4.    Engage: Online student engagement: the nature of discussion questions, mitigating factors for the degree of student response, learning community, student characteristics, and instructor facilitation. He also says that of these five, the nature of discussion questions, quality of student response, and learning community appeared to be the most effective in promoting cognitive engagement.

5.    Evaluate. The final step in this model is evaluation. Student assessment should be holistic and formative. Online instructors can evaluate students’ performance with multiple strategies, such as projects, presentation, assignments, test, communication posts, etc. Students’ performance in an online class should also be evaluated progressively and periodically.

Reference:

Chen, Li- Ling. (2016). A model for effective online instructional design. Literacy information and computer education Journal7.

https://elearning.nou.edu.np/pluginfile.php/153618/mod_resource/content/1/A-Model-for-Effective-Online-Instructional-Design.pdf 

https://www.google.com/search?q=instructional+designs+for+e-learning&rlz=1C1CHBD_enNP926NP926&oq=Instructional+&aqs=chrome.1.69i57j69i59j35i39j0i512l2j69i61j69i60l2.5359j0j7&sourceid=chrome&ie=UTF-8#imgrc=7w6iToXDf0-2zM&imgdii=rATrYeJpLgSKCM

 

 

 

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