Rationale for choosing the model and tool for developing an e-learning course

Abstract

The emergence and discussion of the reasonable choice of methodological bases for the creation and subsequent application of electronic training courses within the framework of a separate study is not accidental. Analysis of the theory and practice of the use of information technologies in education showed that, along with the discussion of informatization of education, including adult education (androgogy), the use of computer-based training programs to improve the quality of teaching in various disciplines, studies of pedagogical capabilities of electronic training courses, principles of development and technology for creating electronic educational materials remain insufficiently studied. Properly grounded methodological and technological components of the process of creating such resources will ensure high quality of the final product, as well as reduction of time and financial costs. The article presents a generalized description of the basic models and methodologies for the development of electronic educational materials, namely: ADDIE (Analysis, Design, Development, Implementation, Evaluation); SAM (Successive Approximation Model); SMART (Specific, Measurable, Attainable, Relevant, Time-bound); ALD (Agile Learning Design). The authors pay special attention to the ALD (Agile Learning Design) model, describing its basic principles. The structural analysis of ALD with the help of the IDEF0 functional model allowed showing the logical interconnection of all the stages of creating an e-learning course, to demonstrate its iterative nature. The study also addresses the issue of the reasonable choice of tools for developing e-learning courses. The choice was made on the basis of T. Saati’s method of analyzing hierarchies. The selected alternatives were Adobe Captivate, Articulate Storyline and iSpringSuite as software solutions used for the professional development of e-learning materials. The choice was made on the basis of such criteria as maintenance, implementation, functionality, price, experience of usage. As a result of the testing with the MPRIORITY decision-making system, the Articulate Storyline software platform was selected as the tool for the implementation of the subsequent e-learning course project. This software product has significant functionality if compared to the other alternatives: low cost and availability of development. Further work on the creation of an e-course is sure to be carried out with its use.

Microlearning

“…Theoretical underpinnings related to models and theories exploring adult learning, experiential learning, social constructivism, or connectivism support the implementation of microlearning. 1,3,[32][33][34] Microlearning recognizes learning as collaborative learning, offering educational experiences that take place in different situations and, through the application of andragogy, can fit the purpose of the learning event. An example of such a model is the Andragogy in Practice Model focusing on adults as self-directed learners.…”

Assessing E-Learning Agility in the Indonesian Public Sector

“…Agile learning model cuts costs and duration more than ADDIE approach (6). In the nonlinear approach, monitoring and assessment at every stage then continuously improved is crucial (6,12). The key in agile e-learning is iterative feedback for incremental development (23).…”

“…Scheduling development sessions with clients periodically in short time-scale also helps the collaboration for more agile response (24), particularly in giving supports for students, addressing problems, and engaging experts (6,1). (8) argues that collaboration requires clear coordination lines.…”

“…One measure of human resource management that supports agile bureaucracy is competency-based recruitment, when the team members are skilled, cutting employees would not be necessary (25). Identifying competency gap and engaging different experts can also be the interventions to increase the quality of e-learning delivery (6,7,12) recommends that recruiting talents that are competent in ICT from private sector to public sector might strengthen agile bureaucracy.…”

“…In the e-learning context, agile e-learning is assessed through the use of ICT, intense interactions to engage, support and motivate to participants (1,11). Agile e-learning also requires known competency gap and internalized agile culture (4); evaluations and monitoring based on student's satisfactions (12,6); and interactive database (6).…”