scholarly journals IMPLEMENTING THE ARCS MOTIVATIONAL INSTRUCTIONAL DESIGN MODEL TO IMPROVE LEARNING SUPPORT OF DISTANT LEARNING STUDENTS

Akademika ◽  
2021 ◽  
Vol 10 (02) ◽  
pp. 393-403
Author(s):  
Benny Agus Pribadi ◽  
Asnah Marlina Limbong ◽  
Mohammad Firman Karim ◽  
Kadarisman Kadarisman
Keyword(s):  
Instructional Design ◽  
Instructional Strategy ◽  
Test Session ◽  
Instructional Design Model ◽  
Design Model ◽  
Learning Support ◽  
Design Models ◽  
Face To Face ◽  
Essential Components ◽  
The Impact

This study aims to elaborate the use of an instructional design model to enhance the effectiveness of conducting face-to-face students' learning support in the distance education system. Universitas Terbuka (UT) provides various learning supports for its students. The students can use both online and face-to-face tutorial programs to improve their learning process. UT must find the appropriate instructional strategy that enables to enhance students’ motivation in learning. One of the instructional design models that focus on the effort of improving students’ motivation in learning is the ARCS, motivational instructional design model. This model entails essential components that will support the process of learning such as Attention, Relevance, Confidence, and Satisfaction. The study involved 32 distant education students who participated in a face-to-face tutorial program. A pre and post-test session was conducted to get information regarding the impact of using the ARCS instructional design model to facilitate students’ learning. This research has implications for educators or trainers related to designing learning scenarios or developing learning design models.

scholarly journals A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Fedde Scheele ◽  
Kieran Walsh ◽  
Michiel Westerman
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Professionals ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Design Models ◽  
Digital Education ◽  
Step Model

BACKGROUND Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. OBJECTIVE Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. METHODS Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. RESULTS The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. CONCLUSIONS Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

scholarly journals A qualitative analysis and comparison of the two contemporary models of instructional design

2016 ◽  
Vol 13 (3) ◽  
pp. 6154 ◽  
Author(s):  
Gülçin Mutlu
Keyword(s):  
Instructional Design ◽  
Qualitative Analysis ◽  
Structural Characteristics ◽  
Instructional Design Model ◽  
Design Model ◽  
Generic Model ◽  
Basic Principles ◽  
Design Models ◽  
Similarities And Differences ◽  
Addie Model

This study aims to qualitatively investigate the degree of correspondence between the generic instructional design model that is shortly called ADDIE and two other contemporary models of instructional design, FutureU and Işman Instructional Design Models. ADDIE is considered to be the ancestor of contemporary models of instructional design and it is thus believed to be reflected to certain degrees in the following models of instructional design. In short, this study aims to examine similarities and differences between the generic model and its two follower models by examining similarities and differences. These qualitative comparisons were centered upon the two main themes that were derived in respect to the basic principles of instructional design. The two main qualitative themes and thus the examination criteria for the study included a) what ADDIE components were included and how they were reflected and b) what structural characteristics these two models exhibit. The results showed that the two models represent a considerable number of similarities to the generic ADDIE model and the differences were only on the varied applications or adaptations of the firmly established dimensions already offered by the ADDIE model itself.

Building an Instructional Design Model for Immersive Virtual Reality Learning Environments

2021 ◽  
pp. 20-47
Author(s):  
Zeynep Tacgin ◽  
Barney Dalgarno
Keyword(s):  
Virtual Reality ◽  
Instructional Design ◽  
Learning Environments ◽  
Learning Strategies ◽  
Learning Experience ◽  
Instructional Design Model ◽  
Design Model ◽  
Immersive Virtual Reality ◽  
Experience Design ◽  
Design Models

The recent increase in affordability of immersive virtual reality learning environments (IVRLEs) grows the interests of university, school, and industry training contexts. Due to their unique affordances, these environments have the potential to lead to a paradigm shift in learning experience design. The absence of learning design models, however, represents a significant challenge to the widespread and effective utilisation of this technology platform. Several researchers have proposed design models for virtual reality learning environments (VRLEs). The majority of these models don't explicitly consider the unique characteristics of Immersive environments. This research describes an instructional design model for IVRLEs, which draws upon Dalgarno and Lee's affordance model for VRLE and Tacgin's IVRLE development stages for teaching concepts and procedures. The specific learning strategies and affordances of IVRLEs are matched with the features of current IVR systems and technologies.

Comparıson Of Instructıonal Desıgn Models: An Instructıonal Desıgn Model; Example Of The Near East Unıversıty

2018 ◽  
Vol 5 (3) ◽  
pp. 74-84
Author(s):  
Ezgi Pelin Yıldız ◽  
Huseyin Uzunboylu
Keyword(s):  
Instructional Design ◽  
World War Ii ◽  
Instructional Design Model ◽  
Design Model ◽  
World War ◽  
Science System ◽  
Design Models ◽  
Model Flow ◽  
Instructional Design Models ◽  
And Performance

The concept of instructional design, whose roots are based on the 1920s and the use of World War II and later, begins with the use of information by many psychologists, such as Gagne, Briggs, Flagan, for systematizing their knowledge. To date, many instructional design models have been introduced and each has been classified in different ways and has many advantages in teaching environments. In this context, instructional design is discussed in terms of process, discipline, science, system and performance. In the scope of the research, a total of 9 instructional design models were compared with each other in terms of 8 criteria (general characteristics, purpose, basic outputs, model flow, strengths and weaknesses, importance, basic theories). The aim of the study; to help choose the most suitable, most useful instructional design model for the purpose of teaching environments. In addition, a doctoral thesis planned with an instructional design was included in the research and the results were examined in detail. Keywords: Instructional design models, General features, Learning features, Comparison.

scholarly journals Floundering among adult learners in classrooms: Fact or fallacy?

2013 ◽  
Vol 8 (1) ◽  
pp. 33-45
Author(s):  
Nantha Kumar Subramaniam ◽  
Maheswari Kandasamy
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Initial Study ◽  
Productive Failure ◽  
Traditional Lecture ◽  
Face To Face ◽  
Practice Teaching ◽  
The Impact

Blended pedagogy is an important delivery mechanism for open and distance learning. Here, face-to-face meetings in the blended pedagogy model remain as an important platform for teaching and learning. While there are many instructional techniques employed in faceto- face meetings, there is an urgent need to determine how face-to-face interactions in the blended pedagogy can be elevated to boost students' learning. This paper investigates whether productive failure (PF) as an instructional strategy boosts students' understanding of the subject matter in a face-to-face tutorial. PF instructional design advocates the delaying of support for learners during learning. The more they struggle, and even fail, while trying to master new information, the better they are likely to recall and apply that information later. Current research on the impact of PF treatments has shown that effective learning is achieved when learners are presented with a cycle of low structure, high structure and low structure activities. PF instructional design has been used successfully, especially in secondary schools in which learners have regular contact with the instructor. It is unknown whether the use of PF instructional design among adult learners in face-to-face interaction will yield such a positive effect. Can PF instructional design be used in tutorials that cater for adult learners resulting in fruitful learning outcomes? This paper reports an initial study of a quasi-experiment that compares a “productive failure” instructional design with a traditional “lecture and practice” instructional design for a 2-hour tutorial session attended by adult learners. A total of 17 adult learners participated in the study. Learners experienced either a traditional lecture and practice teaching cycle or a PF cycle, where they solved complex problems in small groups without the provision of any support or scaffolds up until a consolidation lecture by their teacher during the last hour of the tutorial. Findings suggest that learners from the PF condition produced a variety of problem models and methods for solving the problems but were unsuccessful in their efforts, be it in groups or individually. They also reported low confidence in their solutions. Despite failing in their group and individual problem-solving efforts, learners from the PF condition performed better than their counterparts from the lecture and practice condition on both knowledge and higherorder application problems based on the post-test. Implications of PF instructional design for adult learners based on these findings are presented.

TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”

2020 ◽  
Author(s):  
Maria Fragkaki ◽  
Stylianos Mystakidis ◽  
Ioannis Hatzilygeroudis ◽  
Konstantinos Kovas ◽  
Zuzana Palkova ◽  
...  
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Instructional Design ◽  
Instructional Design Model ◽  
Design Model

An Exploratory Analysis of the Role of Emotions in E-Learning

2010 ◽  
pp. 563-571 ◽  
Author(s):  
M. A. Rentroia-Bonito ◽  
J. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Processes ◽  
Learning Support ◽  
Face To Face ◽  
Learning Contexts ◽  
The People ◽  
E Learning ◽  
Individual Learning Processes ◽  
The Individual ◽  
The Impact

Technology-rich environments are assuming a key role in the individual learning processes. Still, one of the major IT challenges identified in the education field is to establish e-learning as a credible and viable complement to face-to-face education. This represents a paradigm shift in the way of learning, which is driving changes at individual, process, institutional, and societal levels. However, despite last-decade advances in the application of usability principles in system design, there is still a need to better understand the people-technology fit in learning contexts. Current results, gaps, and issues define the challenges that dictate new requirements. Among these new requirements, minimizing the impact of the distance factor on communication and learning effectiveness calls for alternatives approaches. Due to the importance of communication among instructor and students in learning, the scope of this work focuses on exploring the role of emotions within the user and learning-support technology fit.

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