Trends and Implications of Models, Frameworks, and Approaches Used by Instructional Designers in Workplace Learning and Performance Improvement

Giacumo, Lisa A.; Breman, Jeroen

doi:10.1002/piq.21349

Cited by 7 publications

(5 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Those using the ADDIE framework (Figure 1) have demonstrated adaptability to learning environments across a wide range of industry sectors (Yeh and Tseng, 2019). In Giacumo and Breman's (2021) study of models used by instructional designers in the workplace, findings revealed the ADDIE model to be the most widely adopted (77%) across industries.…”

Section: Training Frameworkmentioning

confidence: 99%

“…More concisely stated, Merrill’s First Principles of Instruction may be described as a five-phase problem-based model where learning is fostered through problem-centered and engaging instruction and wherein a learner’s new knowledge is assimilated with existing knowledge for successful integration into everyday life. In a recent study of models used by instructional designers in the workplace, Giacumo and Breman (2021) found that 30% of users had integrated Merrill’s five First Principles of Instruction into adult training solutions. However, it is important to note that the model is limited by its primary focus on the design phase of instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Examining technology use within the ADDIE framework to develop professional training

Crompton,

Jones,

Sendi

et al. 2023

EJTD

View full text Add to dashboard Cite

Purpose The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training. Design/methodology/approach A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process. Findings The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial. Research limitations/implications This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations. Practical implications These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning. Social implications This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society. Originality/value This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

show abstract

Section: Training Frameworkmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Examining technology use within the ADDIE framework to develop professional training

Crompton,

Jones,

Sendi

et al. 2023

EJTD

View full text Add to dashboard Cite

show abstract

“…Most instructional design models are built upon an ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model [2]. Moreover, the ADDIE model is the most popular for non-instructional environments [3]. The ADDIE model [4] was developed for the US Army by the State University of Florida and it is a fundamental model used to create new, integrated, or extended models.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Many different definitions of distance learning are available in the IGI dictionary [1] showing that (1) learning can be organized by a department or instructor using a learning management system (LMS), (2) studying remotely, giving the freedom to learn at any convenient time, (3) the type of learning where information and communication technology (ICT) is its main mean for content delivery, interaction and facilitation and it can be either asynchronous or synchronous.…”

Section: Introductionmentioning

confidence: 99%

Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic

et al. 2021

View full text Add to dashboard Cite

Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.

show abstract

“…Especially Technological Pedagogical Science Knowledge (TPASK) is needed, i.e., understanding how to use emerging science technology to implement learning environments that promote science learning in students. There is a need to use a suitable Instructional Design (ID) approach [2] to construct e-learning courses for supporting teachers' work at the school level.…”

Section: Introductionmentioning

confidence: 99%

Constructing a Novel E-Learning Course, Educational Computational Chemistry through Instructional Design Approach in the TPASK Framework

et al. 2023

View full text Add to dashboard Cite

The educational scenario after the COVID-19 confinement presents new challenges for teachers. Technological advances require teachers to be prepared for instruction through technology, and with this, the need for e-learning courses arose to strengthen this knowledge. This article aims to describe an innovative e-learning course in Educational Computational Chemistry (ECC) for in-service chemistry teachers through an Instructional Design (ID) that allows the development of the constructs associated with the Technological Pedagogical Science Knowledge (TPASK) framework. From the literature overview, relevant findings were raised concerning ID and its potential technological support. The results indicate that an effective ID must present general elements, such as the organisation and generation of content, progress monitoring, and feedback instances. However, the stages of engagement, flexibility, and positioning are relevant elements. These design elements are linked to emerging technological tools, such as artificial intelligence for generating audiovisual material, interactive content development, and event logs. In addition, positive results are evident from the teachers who participated in the ECC e-learning course, who project the knowledge, computer skills, and learning acquired into their professional work as chemistry teachers. Based on the above, a course design for ECC is proposed with general guidelines that contribute to the continuous training of in-service chemistry teachers.

show abstract

Trends and Implications of Models, Frameworks, and Approaches Used by Instructional Designers in Workplace Learning and Performance Improvement

Cited by 7 publications

References 63 publications

Examining technology use within the ADDIE framework to develop professional training

Examining technology use within the ADDIE framework to develop professional training

Models for Administration to Ensure the Successful Transition to Distance Learning during the Pandemic

Constructing a Novel E-Learning Course, Educational Computational Chemistry through Instructional Design Approach in the TPASK Framework

Contact Info

Product

Resources

About