2.1.5. Instructional Design Model
In this part, the researcher uses ADDIE as Instructional Design Model in creating e-learning. Instructional Design is the strategic planning of a course. It is
a blueprint that is designed and followed. Rogers 2002 develops ADDIE model into five phases. They are Analysis process of defining what is to be learned,
Design process of specifying how it is to be learned, Development process of authoring and producing the materials, Implementation process of installing the
project in the real world context, and Evaluation process of determining the adequacy of the instruction. Each step has an outcome that feeds into the next
step in the sequence. One of its benefits is that this model allows the idea of receiving continual or formative feedback while instructional materials are being
created. Need analysis should be conducted in the first phase to identify the
learning problems, learners’ needs, learning environment, learners’ background
knowledge, and any other characteristics. Richards 2007 states that different types of students have different language needs and what they are taught should
be restricted to what they need. Analysis also is needed to determine the course content and this phase is the foundation for all other phases of instructional design
process. The outputs of this phase often include the instructional goals and a list of tasks to be instructed.
The Design phase involves using the outputs from the Analysis phase to plan a strategy for developing the instruction. The design stage encompasses
formulating a set of learning objectives, defining the order in which the objectives should be achieved sequencing and selecting instructional, media, evaluation
and delivery strategies. The outcome of the design stage is a blueprint that will be used as a reference to develop the course. The blueprint illustrates the curriculum
structure, the learning objectives associated with each unit and the delivery methods and formats interactive self-paced materials, synchronous andor
asynchronous collaborative activities to deliver each unit. The Development phase builds on the Analysis and Design phases. In this
stage, the e-learning content is actually produced. All contents in the e-learning such as instruction, all supporting media, and assessment test are developed in this
phase. The Implementation phase refers to the actual delivery of the course
materials. At this stage, the course is delivered to learners. The Moodle is installed on a server and made accessible for learners. In facilitated and instructor-led
courses, this stage also includes managing and facilitating learners’ activities. The Evaluation phase measures the effectiveness and efficiency of the
instruction. Evaluation is not limited to this phase. Plans to evaluate the training should occur in the first phase, Analysis, with ongoing evaluation throughout the
Design phase. Incorporating evaluation throughout the design formative evaluation will ensure a better end result summative evaluation. Formative
Evaluation is ongoing during and between phases. The purpose of this type of evaluation is to improve the instruction before the final version is implemented.
Summative Evaluation usually occurs after the final instruction. This type of evaluation assesses the overall effectiveness of the instruction.
The five steps of ADDIE’s design model can be seen in the following figure:
Figure 2.1. ADDIE Instructional Design Rogers, 2002
2.2. Theoretical Framework
This section tried to answer the research questions theoretically using the discussed concepts. There are a number of factors that should be considered by
the researcher in designing the online Moodle in order to meet the students’ needs
and to facilitate the students in learning English. The flowchart of the theoretical framework can be seen in the following figure:
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