A Model for Instructional Design ( Online Learning)

 

A Model for Instructional Design

Many educators disagree with Dick, Carey, and Carey despite their assertion that their ISD paradigm can be used for online instructional design.

The paradigm also places a strong emphasis on the instructor and presupposes that learners are passive consumers of information and resources. Evidently, both the ADDIE and the Dick and Carey's models offer excellent direction for creating teaching models. However, the models' detractors claim that they are overly rigid and linear. Along with being in opposition to learner-centered learning with learner-determined objectives, their designing approach is likewise guided by predetermined instructional objectives. There are few online instructional design models, theories, and standards exist.

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)

As an online course design paradigm, the fundamental ideas can be conceptualized and visualized. The model consists of five basic principles or actions: ICCEE stands for Identify, Choose, Create, Engage, and Evaluate.

Identify: Finding a course structure becomes crucial early on in the process of building an online course since the nature of an online course differs greatly from a regular face-to-face course and a hybrid course.

Choose: An online instructor can start creating an online lesson after determining the relevant formats and components. Online educators adopt a content organization scheme at this point to manage the linear or nonlinear course materials and information.

Create: The third phase is to develop something new. The creation of an intuitive course route or flow, instructional methods and materials for content presentation, assignments, and assessments, interactive communication techniques, and student support resources begins at this stage for online educators.

Engage: Online teachers should concentrate on the steps involved in carrying out the online learning throughout the implementation phase of an online course. Casimiro suggested five aspects, including the kind of discussion topics, mitigating factors for the amount of student response, learning communities, student characteristics, and instructor facilitation, that may have encouraged the involvement of online students.

Evaluate: This model's assessment phase comes last. Assessment of students should be comprehensive and formative. Online teachers have a variety of ways to assess students' work, including projects, presentations, assignments, tests, communication postings, etc. Additionally, a gradual and regular evaluation of students' performance in an online course is necessary.