This study aims to identify the effect of using the blended learning method on students' academic achievement and satisfaction level in a university course for female student teachers who follow the General Teaching Method Course (304) at the College of Basic Education in Kuwait. The content of the course (304) was based on the five stages of the ADDIE instructional design model, comprising five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The research questions of the study can be summarised in two main questions: 1. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ academic achievement, compared to using face–to–face approaches to learning alone? 2. What is the effect of using the method of blended learning in the General Teaching Method Course (304) on students’ satisfaction, compared to using face–to-face approaches to learning alone? The researcher answered these questions through a mixed method research approach using the Explanatory Sequential Design, in order to determine the nature and objectives of the study. In this, the researcher started with the collection and analysis of quantitative data (using a quasi-experimental approach), which has priority for addressing the two research questions, and then followed this with the collection and analysis of qualitative data (using group interviews) to help explain the quantitative results. The researcher identified the study sample as 96 female students’ teachers at the College of Basic Education in Kuwait. The sample consisted of a first experimental group (n= 39)who followed the General Teaching Method Course (304) by blended learning using virtual learning environment (VLE) of Blackboard, a second experimental group (n=31) who followed the course (304) by blended learning using personal learning environment (PLE) of Facebook, and the control group (n= 26) who followed the course (304) using face-to-face approaches to learning alone. The dependent variables were academic achievement (as assessed in the course’s midterm, final and practical exams) and students’ satisfaction (as assessed by the questionnaire, giving a total mark and 3 sub-marks in reference to the students’ satisfaction about the teaching method of the course, the content of the course, and the instructor's support during the course). When answering the first question of the research, the study found that there was a significant difference in both mid-term and final tests between the first experimental group (studying through the blended learning method using VLE of Blackboard) and the control group (studying through face-to-face learning alone). However, there was no significant difference in both mid-term and final tests between the second experimental group (studying through the blended learning method using PLE of Facebook) and the control group. And there was also no significant difference in the practical test between the two experimental groups (each separately) and the control group. When answering the second question of the research, the study found that there was a significant difference in the teaching method dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group. And there was also a significant difference in the instructor’s support dimension of the satisfaction questionnaire between the first experimental group and the control group, but no significant difference was found between the second experimental group and the control group. There was also no significant difference in the course content dimension of the satisfaction questionnaire between the two experimental groups (each separately) and the control group.

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BACKGROUND: The mandate to provide inclusive education in Canadian schools means that Speech-Language Pathologists (SLPs) need to be well-versed in frameworks such as Universal Design for Learning (UDL) that support learning among students with diverse backgrounds and abilities. To be responsive, professional graduate programs need resources that support teaching SLP students about UDL. PURPOSE: 1) To use an instructional design model and Knowledge Translation (KT) theory to develop educational resources about UDL for SLP graduate students; and 2) to assess feasibility of the resources and SLP students’ perceived and actual UDL knowledge change after resource implementation. METHODS: First, educational resources about UDL were created for SLP students using a process in which the first three phases of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model were combined with the Diffusion of Innovations (DOI) KT theory and supported by engagement of key SLP stakeholders. Stakeholder feedback about their involvement in the resource development process was assessed through a focus group and analyzed using conventional content analysis. Next, the last two phases of the ADDIE model were conducted in which the developed resources were implemented and evaluated with 19 SLP students over a three-hour session; resource feasibility and UDL knowledge were measured before and after the session using anonymous, web-based questionnaires. RESULTS: The novel process for developing resources was deemed suitable for creating high-quality theory-informed resources tailored to SLP students. SLP students perceived the resources to be practical and acceptable. There was a statistically significant improvement in students’ perceived UDL knowledge as well as improvements in actual UDL knowledge. CONCLUSION: Health educators could consider the described methodology when developing content-specific resources for health professional students. This thesis introduces a new set of resources that could be used to address an important gap in SLP training. / Thesis / Master of Science Rehabilitation Science (MSc) / Inclusive education in which students with diverse abilities learn together is an expectation within Canadian schools. People who work in schools, like Speech-Language Pathologists (SLPs), need to know about frameworks such as Universal Design for Learning (UDL) that identify specific strategies for supporting inclusive education. However, many SLPs do not know about UDL or how to apply this framework when they work with teachers. In this thesis, I used a new resource development process involving a rigorous resource design method with a theory that helps people use new ideas, to make educational resources about UDL for SLP graduate students. Next, I implemented and evaluated the resources with 19 SLP students at McMaster University. Students felt the resources were suitable and taught them new information about UDL. This thesis provides new teaching resources for SLP students to increase their knowledge about UDL and better prepare them for working in schools.

The purpose of this design and development research was to investigate whether the ADDIE model can be used to design online modules that teach psychomotor skills. The overarching research question was: How can the ADDIE Model of Instructional Design be used to create an online module that teaches safe and effective movement for psychomotor skills? To examine the research question, an online strength program focusing on correct technique was designed and developed. The design phase involved creating storyboards and scripts for the development phase. The development phase involved creating videos, still, audio, and slides that were put together to form instructional sequences for each movement. A website was designed to accommodate the requirements of the course and all the instructional materials were uploaded to the website. This program was implemented using college students with no health problems. Each participant was assigned to either single joint movements or multiple joint movements. They recorded themselves pre and post instruction. Strength and conditioning interns overseen by a subject matter expert and a strength and conditioning enthusiast scored these videos. The results of the implementation revealed that both beginners and advanced learners made improvements to their movements. It was concluded from the results that it was possible to teach correct movement online and that designers need to be aware of the interaction between type of learner and the specific movements rather than the type of movement. Major themes that emerged were they were unsure if they were completing the movement correctly and preferred having a coach present to provide feedback, and several participants had trouble transferring the theory into practice. Problems the reviewers had were that the videos were difficult to score due to camera angles and some issues with the rubrics. An analysis of the review process revealed there were problems with the consistency and reliability of the scoring. An overall answer to the overarching research question was that it is possible to use the ADDIE model to create successful online instruction for strength movements. It was necessary to created guidelines for designers to follow when developing online psychomotor skills courses. / Ph. D.

This Developmental Research study described the development of an interactive online graphing instructional application and the impact of the Analysis Design Development Implementation Evaluation (ADDIE) model on the development process. An optimal learning environment was produced by combining Programmed Instruction and Adaptive Instruction principles with a graphing simulator that implemented guided contingent practice. The development process entailed the creation and validation of three instruments measuring knowledge, skills, and attitudes, which were components of the instruction. The research questions were focused on the influence of the ADDIE model on the development process and the value of the LOGIS instructional application. The model had a significant effect on the development process and the effects were categorized by: Organization, Time, and Perspective. In terms of Organization, the model forced a high level of planning to occur and dictated the task sequence thereby reducing frustration. The model facilitated the definition of terminal states and made it easier to transition from completed tasks to new tasks. The model also forced the simultaneous consideration of global and local views of the development process. The model had a significant effect on Time and Perspective. With respect to Time, using the model resulted in increased development time. Perspectives were influenced because previously held assumptions about instructional design were exposed for critique. Also, the model facilitated post project reflection and problem diagnosis. LOGIS was more valuable in terms of the knowledge assessment than the skills and attitudes assessments. There was a statistically and educationally significant increase from the pretest to posttest on the knowledge assessment, but the overall posttest performance was below average. Overall performance on the skills assessment was also below average. Participants reported positive dispositions toward LOGIS and toward graphing, but no significant difference was found between the pre-instruction survey and the post-instruction survey. The value of LOGIS must be considered within the context that this study was the first iteration in the refinement of the LOGIS instructional application.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design. / Education, Faculty of (Okanagan) / Graduate

This thesis documents the process of developing and evaluating a curriculum written for adult literacy students transitioning from their current literacy goals to academic and occupational pursuits. The curriculum, titled the Basic College Skills Transition Curriculum (BCS Transition Curriculum), was written for students at Project Read, a non-profit adult literacy program located at the Provo Library in Provo, Utah. The model used to design this curriculum is a variation on the ADDIE model (analysis, design, development, implementation, and evaluation), including the reiterative steps of research and evaluation. The lesson plans and materials in the BCS Transition Curriculum include the topics of U.S. History Vocabulary, Textbook Reading Skills, Lecture Note-Taking Skills, Study Organization Skills, Test-Taking Skills, Computer Skills, and Time-Management Skills. The curriculum is content-based, with each skill being taught through the content subject of U.S. History. This allows vocabulary to be recycled through each lesson plan and creates more opportunities for vocabulary acquisition. This also ties the curriculum together in an integrated experience that simulates an academic course in U.S. History. After the lesson plans were developed, tutors and students used the lesson plans and participated in an evaluation of the curriculum. Their feedback gave direction for revisions and provided ideas for the future development of this curriculum. Some lessons learned during this project about curriculum design include the importance of 1) including the curriculum designer's needs in the needs assessment; 2) clearly communicating needs and constraints to collaborators and stakeholders; 3) planning for problems and accepting limitations in the product; and 4) collaborating with others.

Approved for public release, distribution is unlimited / This thesis proposes that it is possible to create an adjunct to traditional instructor-led training that will reduce training time and costs and at the same time improve performance using commercial off-theshelf (COTS) software. Motivated by the lessons learned following the attack on the USS Cole on October 12, 2000 in which 17 sailors were killed and 42 were wounded, we created a simulator using readily available software in minimal time with zero funding and tested it against small sample sizes of eventual recipients of the training. The simulator, as part of a blended learning solution, was shown to be as effective as traditional instructor-based learning but was conceived at a fraction of the cost and with a significant reduction in total training time. Both of these factors are increasingly being valued in today's reality of increased operational tempo and reduced resources. / Lieutenant, United States Naval Reserve