Instructional Design Models for Online Instruction: From the Perspective of Iranian Higher Education

Khodabandelou, Rouhollah; Samah, Siti Akmar Abu

doi:10.1016/j.sbspro.2012.11.359

Cited by 8 publications

(12 citation statements)

References 11 publications

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“…Besides the models above, a further 40 instructional design models were used in a single study. Consistent with the results of the present study, others (see, for example, Khodabandelou & Abu Samah, 2012;Li, 2003;Royal, 2007) found that ADDIE, Dick and Carey, Gagne and Briggs, Morrison, Ross and Kemp, and Reigeluth's Elaboration Model to be the most preferred models. However, it is noteworthy that ARCS was not generally preferred in these studies.…”

Section: Discussionsupporting

confidence: 91%

“…Andrew and Goodson (1980) made a comparative analysis of 40 instructional design models and suggested that educators should be careful to assess quality levels among the various options. Li (2003) reported that the most used models in designing webbased instruction were ADDIE, Dick and Carey (1978), and Gagne and Briggs (1979), while Royal (2007) indicated that ADDIE, Gagne and Briggs, and Dick and Carey were used most frequently and Khodabandelou and Abu Samah (2012) reported ADDIE, Gagne and Briggs, and Morrison, Ross and Kemp (2004) to be most popular. Finally, Göksu, Özcan, Çakir and Göktas (2014) examined 62 instructional design models implemented in Turkey and found that ADDIE, ARCS, and Dick and Carey were most common.…”

Section: Introductionmentioning

confidence: 99%

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Content analysis of research trends in instructional design models: 1999-2014

Göksu

Özcan

Çakır

et al. 2017

JLD

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This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.

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Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Content analysis of research trends in instructional design models: 1999-2014

Göksu

Özcan

Çakır

et al. 2017

JLD

View full text Add to dashboard Cite

show abstract

“…The interface referred to easy navigation that could help and respond the students. The use of image, colour, sound, animation could entice the students [17] …”

Section: Fig 3 Administrator Dashboardmentioning

confidence: 99%

“…Some studies found that the e-learning was more effective than traditional instruction [17]. It has some advantages [14].…”

Section: Introductionmentioning

confidence: 99%

Development of e-learning for English class

Agustina

Budhisantosa

2018

SHS Web Conf.

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Abstract. In the twenty first century, teachers are required to have a digital literacy skill. They must be able to integrate technology in learning process. It was already conducted by a teacher in one of public junior high schools in Jakarta. She searched the materials from the internet but she had a problem to adjust the learning materials to her students' needs and characteristics. Therefore, this study was undertaken to explore deeply how to develop e-learning in English class based on her students' needs and characteristics. This study employed research and development methodology. The participants were an English teacher and the first graders of junior high school. The result showed that this e-learning used PHP, Framework Bookstrap and MySQL. The e-learning also used Adobe Flash and Adobe Illustrator to make some animated videos. It consisted of listening, reading, and grammar which the topic focused on descriptive texts comprising some themes referring to 2013 curriculum. Those themes were people, animal, thing, place, and occupation. The development of e-learning deserved to be implemented after it was validated by the expert, evaluated by the teacher and tested to the students. It is expected to contribute as supplemental learning media in English learning process.

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“…They complete each other in order to reach the educational result (Kim & Santiago, 2005). Khodabandelou & Samah (2012) reveal that some studies found that the elearning was more effective than traditional instruction. It has some advantages.…”

Section: Introductionmentioning

confidence: 99%

The Development and the Effectiveness of English E-Learning

Agustina

Budhisantosa

2018

j. pendidik. teknologi. kejuruan.

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AbstrakDi abad ke 21 ini, guru dituntut untuk memiliki literasi digital. Mereka harus mampu mengintegrasikan teknologi dalam proses pembelajaran. Literasi digital tersebut sudah dilakukan oleh salah satu guru SMP di Jakarta. Guru tersebut mencari bahan ajar dari internet namun menemui masalah dalam menyesuaikan dengan materi ajar yang sesuai dengan karakteristik dan kebutuhan siswa. Oleh karena itu, studi ini perlu dilakukan untuk mengambarkan secara mendalam proses pengembangan pembelajaran berbasis digital yang disebut dengan e-learning yang sesuai dengan kebutuhan siswa dan menguji efektivitas e-learning tersebut. Studi ini menggunakan metode penelitian dan pengembangan dengan pendekatan kualitatif dan kuantitatif dengan partisipannya adalah guru dan siswa SMP kelas satu. Hasil studi menunjukkan bahwa pengembangan e-learning ini menggunakan PHP, Framework Bookstrap, MySQL, aplikasi untuk membuat gambar dan video animasi. Hasil studi juga menunjukkan bahwa pembelajaran Bahasa Inggris dengan menggunakan e-learning lebih efektif dibandingkan dengan tidak menggunakan e-learning. Perbedan hasil belajar keduanya sebesar 5.53% dan berbeda secara signifikan (Sig.2-tailed 0.011 < 0.05). E-learning diharapkan dapat digunakan sebagai media pendukung dalam pembelajaran Bahasa Inggris. Kata kunci: Pengembangan e-learning, literasi digital, pembelajaran bahasa Inggris AbstractIn the twenty first century, teachers are required to have a digital literacy skill. They must be able to integrate technology in learning process. It was already conducted by a teacher in one of public junior high schools in Jakarta. She searched the materials from the internet but she had a problem to adjust the learning materials to her students' needs and characteristics. Therefore, this study was undertaken to explore deeply how to develop e-learning in English class based on her students' needs and characteristics and examined its effectiveness. This study employed research and development methodology with qualitative and quantitative approach. The participants were an English teacher and the first graders of junior high school. The result showed that this e-learning consisted of listening, reading, and grammar used PHP, Framework Bookstrap, MySQL, and some software to make the images and some animated videos. The result also showed that the learning English using e-learning was more effective than without it. The difference of mean was 5.53 %. It was also different significantly between them (Sig.2-tailed 0.011 < 0.05). It is expected to contribute as supplemental learning media in English learning process.

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Instructional Design Models for Online Instruction: From the Perspective of Iranian Higher Education

Cited by 8 publications

References 11 publications

Content analysis of research trends in instructional design models: 1999-2014

Content analysis of research trends in instructional design models: 1999-2014

Development of e-learning for English class

The Development and the Effectiveness of English E-Learning

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