Dick and Carey model

49 feedback resulted from formative evaluation throughout the entire development process. There are five steps in this model; analysis, design, development, evaluation and delivery. The first step aims to discover the learning domain and learner characteristics. The second step, design, consists of storyboarding and content research for the learning model and teaching activities. The development as the third step starting with design implementation then production of lesson material. The fourth step, evaluation, consists of two kinds of assessment namely formative and summative. While in the last steps, delivery, there are two important considerations when implementing the product; cost consideration and technical consideration. The straight arrow shows the development model step by step, from analysis moves to design, after the model is designed then the next step is development, then goes to delivery after that evaluation and the last step is implementation. The dots arrow, on the other hand, describes the revision of each step based on the evaluation. So that the revision could be conducted on the analysis step, design, development and delivery steps. Even when the product is delivered, it still needs to be evaluated specially related to technical and cost considerations. In other words, evaluation becomes the tool for measuring whether or not the product or the learning model is efficient and acceptable. 50 Figure 2.10. The Hybrid Model Passerini and Granger, 2000 51 The first phase is analysis. In this phase, the content development is not merely based on learning objectives, but also on an analysis of the intended pop ulation. It is important to identify the learners’ cognitive, social, physical and personal characteristics. Since the course is intended for distance learning, there are several variables that need to consider in order to improve the understanding of cour se content. The variables are adapted from Reeves Bracket’s learners’ characteristics 1998 as seen in table 2.2. Table 2.2. Learners’ characteristics Reeves Bracket 1998 in Passerini Granger, 2000 Cognitive Characteristics Personality characteristics Social Characteristics Physical Characteristics  General aptitudes toward technology  Functional literacy e.g. Reading level  Visual literacy e.g. the ability to perceive graphics  Computer literacy  Learning styles  Prior content knowledge  Motivation to learn in computer mediated environments  Motivation to learn  Interests  Attitudes toward content  Attitudes toward learning  Attitude toward technology  Self-esteem  Anxiety  Beliefs  Locus of control instructor personal  Attitudes toward collaboration  Tendencies to cooperate or compete  Relationships with peers  Socioeconomic status  Attitudes toward authority  Career  Educational level  Visual abilities  Auditory abilities  Tactile abilities  Fatigue  Age  Sex Analysing the user’s characteristics would give feedback in choosing the effective delivery strategies and appropriate technologies. For instance, the user has