A Model for Effective Online Instructional Design

                                    A Model for Effective Online Instructional Design

Introduction

The practice of developing educational experiences that increases the efficiency, effectiveness, and appeal of learning is known as instructional design (ID). It is also known as instructional systematic design (ISD). Effective ISD models benefits for both teachers and learners. It helps teacher to organize content, properly sequence lessons, support and help learners, and encourage engaging, meaningful and active learning. The goal of this paper is to discuss the principles of effective online instructional design that is essential for developing online courses when taking pedagogical and learning theories into consideration.

Traditional ISD Model

The two traditional ISD model are ADDIE model and Dick and Carey’s model. The ADDIE model offers five universal course design principles: Analysis, Design, development, implementation and evaluation. Its advantages include structured guidance for design, a helpful checklist to ensure a solid course design and a strong emphasis on implementation and evaluation. The disadvantage of ADDIE includes that the design process of analysis step is not broad enough, the model is too linear and not flexible, and it discourage creativity.

Dick and Carey’s ISD model is more specific and rigid to each instructional step. Their model focuses on actual situation, takes learners requirement, evaluates their past knowledge, and incorporates learning and performance context into the design. The model is also instructor focused, assumes the learner in passive consumers of information and resources.

Online instructional design models

There are few online instructional design models, theories, and standards exist. There are five instructional design models, theories, and standards relevant to online instruction or e-Learning design. They are: (1) Alonso, Lopez, Manrique, and Vines’ E-Learning instructional model, (2) the Instructional Design Model for Online Learning (IDOL), (3) Roblyer’s online and blended learning design theory, (4) the online instruction rubric by Quality Online Learning and Teaching (QOLT), and (5) Quality Matters (QM) Publisher Rubric.

A pedagogically effective model for online instructional design

According to literature review, there are some principles for creating an effective online course. They are Identify, Choose, Create, Engage, and Evaluate.

Identify: The nature of an online course differs greatly from a regular face to face course and hybrid course, identifying a course format is initial process creating online course. Online instructors identify and analyze the learning context. It is essential for online instructors to provide a comfortable, safe and friendly learning environment for their online learners.

Choose: In this stage, online instructors select content organization structure which means to arrange linear or linear course material and information. Choosing content organization format is essential because it influences students’ impression of online course as well as their access to and navigation of the course contents.

Create: The third step is to create or develop. Online instructors design creates course path or flow, instructional methods and materials for content presentation, assignment, and assessment, interactive communication methods, and create supporting materials for students.

Engage: There were five condition that encourage online student engagement. They are nature of discussion question, the mitigating factors for the level of student response, learning community, student characteristics, and teacher facilitation.

Evaluate: This is the last step of online instructional design. Student assessment should be holistic and formative. Students’ performance can be evaluated with projects, presentation, assignments, test, communication posts, etc. Students’ performance in an online class should also be evaluated progressively and periodically.

References

Casimiro, L. T., (2016). Cognitive engagement in online intercultural interactions: Beyond analytics, International Journal of Information and Education Technology, 6(6), 441-447.

Molenda, M., (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-37.