The purposes of this research are to development an e-Learning course based on the ¡§Moodle¡¨ learning management system, to discuss the possible strategies to combine teaching with e-Learning management system and to assess the learning effects from students after the teachers using e-Learning center as a teaching material. By learning these things, we hope to increase students¡¦ e-Learning interests and also to promote the instruct quality. This research uses¡¨ ADDIE¡¨ instructional systems design to design the ¡§Internet Literacy¡¨ and uses students from the fourth grade for our experiment to practice our seven weeks online courses. Moreover, we use the evaluations from professional teachers and students as a basis for revising our courses. The research result shows: 1. The first step to develop the e-Learning course is to analyze the learners¡¦ learning background and the learning contents of the courses. According to the learning background from the learners, we find out that though most students use internet very often, but they lack the learning experience of e-Learning courses. Thus, designers for e-Learning courses should focus more on learning service supports and the management of learning community. After analyzing the information education teaching materials for learners, we found out: The teaching material for current phase focuses more on cognitive teaching and skills simulation and it lacks the information for internet etiquette, internet safety interaction and internet information application; thus, it is a necessity to implementation ¡§Internet Literacy¡¨. 2. The design phase of ¡§Internet Literacy¡¨, designs for teaching doing assessment tools, designs for teaching strategies, plans for learning processes and plans for the learning community¡¦s managrment . Teachers need to edit and choose the e-Learning materials, and set-up an e-Learning management system and have the assessment of courses for the development phase for ¡§Internet Literacy¡¨. While designing e-Learning courses, teachers¡¦ workloads are heavier than the traditional way of teaching; however, it is more effective and more flexible while using the multimedia hyperlink, on-line tests, and discussion boards on¡¨ Moodle¡¨ learning management system . 3.The implementation phase of ¡§Internet Literacy¡¨:Teachers can handle students¡¦ individual learning progress and provide help for the students accordingly and it helps students to increase learning interests and it is more effective. Moreover, teachers can use the billboards, chat rooms and votes which are more interactive activities from the e-Learning center to increase students¡¦ interests on discussing internet-related topics and to help students exchanging their opinions, ideas and their feelings. 4. The assessment phase of ¡§Internet Literacy¡¨: By using online transcripts, online learning progresses and learning feedbacks, we know that this course is approved by most students. Additionally, students can reach their cognitive learning goals and skills after students take the learning tasks of Internet Literacy. However, it takes more time and more observations for emotional and attitude parts. The face-to-face teaching times are too less for this research project; thus, it is hard to understand whether the students¡¦ internet literacy has promote or not.

This study is designed to develop a set of courses suitable for training online English teachers. It aims at planning training guidelines for online English teachers, strengthening achievement and complementing each other between online English teacher and student, providing online English teaching resources, and offering diversified online English teacher training channels. In this study, ADDIE (Analysis, Design, Development, Implementation and Evaluation) instructional design model was adopted as a reference for conducting research steps. This study encompassed analysis, design, development, and implement phases. Due to time and manpower constraints, this study only explored formative assessment of ¡§Online English Teacher Training Courses¡¨. In this study, 4 participations with online English language teaching experience were interviewed respectively on each section of ¡§Online English Teacher Training Courses¡¨ and completed assessment rating scale. This paper presents three research conclusions of this study in accordance with study purposes, explores the advantages and constraints of online English training courses, and proposes three recommendations for further studies.

Instruktionsdesign (ID), en medveten och systematisk planering av instruktioner, samt användning av ID-modeller som stöd i planeringsarbetet är inte vida kända bland språklärare trots nyttan med dess användning. Inom ID är modellen ADDIE det vanligaste sättet att strukturera undervisning efter. Syftet med den här studien är att undersöka svenska som andraspråkslärares planering av distansundervisning samt synliggöra planeringens komponenter med hjälp av ADDIE. Att synliggöra ADDIE ger läraren möjlighet att granska strukturer i sitt planeringsarbete och på ett mer medvetet sätt arbeta med planeringsarbetets utvalda delar. I studien utförs tre semistrukturerade intervjuer med lärare som distansundervisar svenska som andraspråk på grundläggande nivå inom kommunal vuxenutbildning. Resultatet visar planeringsarbetets utmaningar i skolformen sas-grund, men styrker också tidigare fynd att lärarna är ovana att beskriva grundstrukturer i sina resonemang samt brukar inte ta tillvara ADDIE:s sista fas evaluering till att utveckla sin kurs.

Instruktionsdesign (ID), en medveten och systematisk planering av instruktioner, samt användning av ID-modeller som stöd i planeringsarbetet är inte vida kända bland språklärare trots nyttan med dess användning. Inom ID är modellen ADDIE det vanligaste sättet att strukturera undervisning efter. Syftet med den här studien är att undersöka svenska som andraspråkslärares planering av distansundervisning samt synliggöra planeringenskomponenter med hjälp av ADDIE. Att synliggöra ADDIE ger läraren möjlighet att granska strukturer i sitt planeringsarbete och på ett mer medvetet sätt arbeta med planeringsarbetets utvalda delar. I studien utförs tre semistrukturerade intervjuer med lärare som distansundervisar svenska som andraspråk på grundläggande nivå inom kommunal vuxenutbildning (sas-grund). Resultatet visar planeringsarbetets utmaningar i skolformen sas-grund, men styrker också tidigare fynd att lärarna är ovana att beskriva grundstrukturer i sina resonemang samt brukar inte ta tillvara ADDIE:s sista fas evaluering till att utveckla sin kurs.

Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process. / Doctor of Philosophy / Instructional design is a system of procedures for developing education and training curricula in a consistent and reliable fashion (Branch and Merrill, 2011; Branch and Kopcha, 2014). It embodies an iterative process for outlining outcomes, selecting teaching and learning strategies, choosing support technologies, identifying media, and measuring performance (Branch and Kopcha, 2014). Instructional designers use models of instructional design and instructional development to communicate tasks and procedures of the instructional design process (Andrews and Goodson, 1980). Over the years, numerous models of instructional design have been developed and adapted to meet the varying needs of instructional designers and developers. There is a consensus that most instructional processes consist of five core elements or stages: analysis, design, development, implementation, and evaluation, which are commonly referred to as ADDIE (Seels and Glasgow, 1990; Branch and Kopcha, 2014). While often considered generic, the ADDIE framework contains a useful set of common criteria, which most designers state as important or necessary as a part of any instructional design process (Pittenger, Janke, and Bumgardner, 2009; York and Ertmer, 2011; 2016). Novice instructional designers have limited experience working with ill-structured problems, and often do not possess the mental models (prior experience) to effectively analyze, manage, and communicate the overall design process of new instructional design projects (Wedman and Tessmer, 1993; Rowland, 1992; Perez and Emery, 1995; Liu, Gibby, Quiros, and Demps, 2002). In their 2016 article of expert instructional design principles applied by experienced designers in practice, York and Ertmer proposed the following questions for future research, "(a) Can we teach principles to novice instructional designers? (b) What methods should we use to provide this information?" (York and Ertmer, 2016, p. 189). This research further explored these questions and offers a new model of expert instructional design heuristics incorporating design thinking methods. For this study, heuristics were defined as generalized stages of an instructional designer's process and design thinking was defined as a human-centered design process for solving complex problems. The purpose of this study was to identify design thinking methods that aligned with heuristics of expert instructional design practitioners, and to design and develop a new model of heuristics and design thinking methods, which could assist novice instructional designers as they enter the instructional design field. The literature outlines challenges reported among novice instructional designers throughout the instructional design process, which includes their ability to solve ill-structured problems; conduct thorough analyses; collaborate in teams; negotiate priorities; generate a variety of ideas for solutions; overcome resource, budget and time constraints; communicate and manage projects with stakeholders; and prototype, iterate and pilot new design solutions (Rowland, 1992; Hoard, Stefaniak, Baaki, and Draper, 2019; Roytek, 2010; Liu, Gibby, Quiros, and Demps, 2002; Chang and Kuwata, 2020; Tracey and Boling, 2014; Perez and Emery, 1995; Williams van Rooij, 1993). The model offers novice instructional designers specific methods and combinations of methods to use for every stage of the instructional design process. As instructional designers implement design thinking methods within the context of their daily situations, they should become more comfortable and begin to adapt the methods to meet their individual needs for each stage of their process.

Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product. / Ph. D.

A widely employed instructional design approach, the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, has been one of the most popular and well documented instructional design models (Wilson, Jonassen, and Cole, 1993) for decades. Despite its widespread use, Thiagarajan, a leading instructional technologist, asserts that ADDIE, as an instructional design approach, is comparable to an outdated 1950's manufacturing model (Zemke, 2002). Since the 1950's, manufacturing has evolved, focusing initially on reducing inspection or evaluation costs and later on shifting these cost improvements throughout the organization. Just as manufacturing models and their application have evolved, service operations models such as instructional design models and especially their application are evolving. This dissertation reviews these changes in manufacturing models and associated service operations models in order to examine how these changes have informed instructional design models such as ADDIE and their usage in practice by those attempting to design conditions for learning and to create associated learning objects. In order to better understand how this shift may be applied to both theory and practice in instructional design, this dissertation uses an exploratory case study methodology to examine best practices in the inspection/evaluation process employed during the development of courses. This methodology reflects procedures used in a major study (Institute for Higher Education Policy, 2000). They followed a three-step process, which included a comprehensive literature review, the identification of subjects that "have substantial experience and are providing leadership in distance education." (p.9), and surveying leaders. In similar fashion, during the first phase of the study reported in this research, quality management and instructional design literature is reviewed. In the second phase, the case study subject, the Center for Instructional Design at a major university is selected. In the third phase, instructional design practices used at the Center were studied and areas for reducing inspection/evaluation costs were identified. Principles and methods surmised from the literature reviews and the case study research are presented along with application examples from the case study. These principles and methods illustrate how ADDIE has evolved and continues to be a viable model for the creation of instruction.

abstract: The traditional analysis, design, develop, implement, and evaluate (ADDIE) model is inadequate for dealing with the instructional design requirements of today’s constantly evolving world. This reality is especially true at the National Simulation Center where medicine and technology are constantly changing. To provide the best care for the nation’s veterans, the educational products must too reflect the current state of medicine. The Agile ADDIE Framework was developed to overcome challenges such as a constantly changing domain, external threats to the development process, and the need for expedited timelines while still creating quality products. Using agile theory, including the agile manifesto, as a theoretical framework, the Agile ADDIE Framework was created. The Agile ADDIE Framework implements agile elements into the traditional ADDIE model, such as an iterate, assess, and align (IAA) cycle in an effort to increases in flexibility, quality, and efficiency. A mixed method action research project reviewed the impact that agile elements had on the ADDIE model at the National Simulation Center. The working group participants underwent biweekly meetings using scrum methodology. Data collection included pre- and post-intervention interviews, weekly structured reflections, focus groups that occurred throughout the development process, and a burndown log to track performance. Additionally, the course that was created using the Agile ADDIE Framework was compared to a product that was completed using the traditional ADDIE model by a panel of instructional designers. Participants identified that the Agile ADDIE Framework was able to create a higher-quality product in a shorter amount of time when compared to a training support package developed using the traditional ADDIE model. Several themes emerged from the data, including the Agile ADDIE Framework was perceived to be more flexible and engaging to subject matter experts. There was also a discussion involving lesson learned, limitations, and implications for both practice and the domains. Future research considerations include the implementation of the Agile ADDIE Framework in a more generalized study. This study presents a framework that enables traditional ADDIE model instructional design operations into an agile era. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

The changes in economy in addition to globalisation have impacted upon the audit profession. After the economic crisis in the 2000s, the audit profession was deemed to be a cause of the corporate collapse due to unethical behaviour of auditors. This issue also impacts upon auditing instruction worldwide, including Thailand where political and economic crises along with corruption issues have become significant and urgent problems in the Thai society. There has been a high scrutiny on capabilities, competence and ethics of auditors from the public and other stakeholders, whereas there is scant evidence to show whether Thai educators take action on enhancing holistic attributes of their auditing students, in particular, ethical sensitivity of the students. Thereby, Thailand needs to reform the quality of audit education in order to serve qualified graduate students to the business environment. This thesis developed a set of reflective case studies as an instructional intervention for auditing learning. It aims to enhance professional knowledge, skills and ethics of auditing students in Thailand. Four learning theories comprising Transformative Learning Theory (TLT), Experiential Learning Theory (ELT), Reflective Learning Theory (RLT) and Project-based Learning Theory (PLT) were applied as the theoretical framework. In addition, this thesis applied concepts of qualitative and action research together with the ADDIE instructional development as the practical framework for the development of an instructional intervention. There were five phases of the ADDIE model: Analyse, Design, Develop, Implement and Evaluate applied to organise the empirical work. Two empirical fieldworks were conducted within university settings in Thailand. The first fieldwork complied with the analysing phase of the ADDIE model exploring current practice and problems of audit instruction in Thailand in order to identify performance gap of the audit education. Semi-structured interviews were conducted in 11 universities with 34 participants who were audit lecturers and students in five regions throughout the country. The results showed that in general, audit instructors in Thailand mostly applied traditional teaching methods. However, there were problems of audit instruction comprising inappropriate learning strategies of the students, lack of staff and learning resources, deficiencies of knowledge and skills of audit students and lack of ethical awareness of the students. Significantly, the participants required case studies in Thai context as a learning tool to enhance the knowledge, skills and ethics of Thai auditing students. These elements were determined as performance gap which was required to improve. In response to the results of the first empirical fieldwork, the thesis applied the design and development phases of the ADDIE model to develop a set of reflective case studies for auditing students. A framework for the development of case studies derived from other professional education such as law, medicine, nursing and engineering where such real-life case studies have been successfully used to enhance ethical sensitivity of students. Additionally, concepts of reflective writing and audit working paper were applied in the cases studies. Other instruments such as guidance for lecturers and students were also developed for Thai auditing students. All instructional resources were validated by experts. The final version was refined and approved before the implementation. The second empirical fieldwork complied with the implement and evaluate phases of the ADDIE model. An experiment conducted with 77 auditing students in Naresuan University, Phitsanulok, Thailand. In addition, there were 15 participants who voluntarily participated in the reflective writing activity and the focus group interview. The results revealed that before the cases’ implementation, students had negative views on auditing learning. However, during and after the implementation, students had reformed their way of learning, attitudes towards auditing learning and ethical sensitivity.

Workflow issues related to adoption of the electronic health record (EHR) has led to unsafe workarounds, decreased productivity, inefficient clinical documentation and slow rates of EHR adoption. The problem addressed in this quality improvement project was nurses' lack of knowledge about workflow changes due to EHR adoption. The purpose of this project was to identify changes in workflow and to develop an educational module to communicate the changes. This project was guided by both the ADDIE model (analysis, design, development, implementation, and evaluation) and the diffusion of innovations theory. Five stages were involved: process mapping, cognitive walkthrough, eLearning module development, pilot study, and evaluation. The process maps and cognitive walkthrough revealed significant workflow changes particularly in clinical practice guidelines, emergency department treatment plan, and the interdisciplinary care plan. The eLearning module was developed to describe workflow changes using gamification, scenario-based learning, and EHR simulation. The 14-item course evaluation included a 6-point Likert scale and closed- and open-ended questions. A purposive sample of nurses (N = 30) from the emergency department and inpatient care areas were invited to complete the eLearning module and course evaluation. Data were collected until saturation was achieved (n = 15). Descriptive statistics revealed the participants' positive learning experience. This quality improvement project is expected to contribute to positive social change by facilitating the effective use of the new EHR which can improve the quality of patient care, promote patient safety, reduce healthcare costs, and improve patient outcomes.