systems in that its messages are not only archived in the course but are also sent as e-mail to the students registered e-mail address as long as the student has
subscribed to that specific forum. The Lesson Module allows you to provide information to the students in
small chunks, ask a comprehension question about what they have just learned and then conditionally branch out depending on their response. It can be used for
stepwise lessons or even as a set of flipcards where students review items answered incorrectly until all the items have been correctly answered. They can
repeat the process if the instructor has permitted multiple passes through the lesson.
The Attendance Module permits automatic attendance-taking for students with activity during the stipulated time periods, or by physically clicking on the
attendance module each class period. The instructor can even specify a grade value for attendance figures, with appropriate adjustments for tardy attendance.
While, the Questionnaire Module, currently under development, will provide an excellent tool for eliciting student opinions for further discussion either online or
in class.
6. Instructional Design Models
In this part the researcher presents ADDIE Instructional Design Model. Rogers 2002 develops ADDIE model into five phases. They are performing a
need analysis Analyze, identifying instructional goals and analyzing tasks, and
writing the assessment Design, choosing teaching strategies and instructional media Development, teaching the course Implementation, doing evaluation
and revision Evaluation. In the analysis phase, the g
oals and objectives, the students‘ needs, lacks, wants, existing knowledge, and any other relevant characteristics are identified.
Analysis also considers the learning environment, any constraints, the delivery options, and the timeline for the project. It also deals with determining possible
solutions. This phase is the foundation for all other phases of instructional design. The outputs of this phase often include the instructional goals, and a list of tasks
to be instructed. These outputs will be the inputs for the Design phase. This design phase deals with the outputs from the Analysis phase to plan a
strategy for developing the instruction. Here, a systematic process of specifying learning objectives and test items, selecting a delivery system, and sequencing the
instruction are conducted. Detailed storyboards and prototypes are often made, and the look and feel, graphic design, user-interface and content is determined
here. The outputs of the Design phase are the inputs for the Development phase. In the development phase, the actual creation production of the content and
learning materials is made based on the Design phase. It builds on both the Analysis and Design phases. The purpose of this phase is to generate the lesson
materials and activities. The instruction, all media that will be used in the instruction, and any supporting documentation are developed here.
