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ADDIE Model in Adult Education: Instructional Design Sample of E-Learning

Conference Paper · January 2014

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 ADDIE Model in Adult Education:
Instructional Design Sample of E-Learning

Zeynep Gökkaya, Nilay Güner

1: Marmara University, Educational Administration and Supervision, zeynep.gokkaya@marmara.edu.tr
2: Boğaziçi University, Management Informational Systems, snilayerim@gmail.com

Abstract: Instructional design in e-learning is getting richer every day with variety of softwares which are Data Analysis and Findings
offered by the technology. This situation is an obstacle for the standardization of the training materials Participants’ feedback which is created at the evaluation phase of the pilot application, is given in this
and adversely affects the quality of developed materials. ADDIE model draws a roadmap which is section.
comprising the steps to be followed in the preparation of training materials for the instructional designer. K2: When I was started to work, I reached all the information I need with the help of this training…
Because of the fact that LC Waikiki adopted ADDIE model to design and develop e-learning contents. K3: When I started to work, taking this training made it all easier to adapt my job. I make less
The purpose of this study is to explain and announce ADDIE model, which is accepted by all over the mistakes thanks to the course. This course would be useful for new colleagues because it includes
world in instructional design area, in Turkey. Thus, the company expects to reach the appropriate and fundamental information. Additionally, I think an advanced level of CPS course can be prepared for
accredited materials in adult education in the long term. In this study, CPS training project is prepared senior employee. Because there is some information which are not used by them.
according to ADDIE model in this study. K6: The method for explain screens and progress rate make the course more understandable…
K8: In my opinion if the questions’ place is changed, it could be more beneficial.
Introduction
K9: Voiceover has supported my learning to be ...
Nowadays, education system is changed with the development of educational technology. Internet is
Accordance with the opinion of the participants, training content has been reshaped.
the backbone of distance education which is developing synchronically with technology. Emerging
technologies are changing current practices in online distance learning and influencing theoretical
Project Views
frameworks (Beldarrain, 2006). Connectivity and interaction are paramount to meaningful advantages in
the life-long- teaching-learning process (Harrison & Stephen, 1996). Also, it helps the spread of the
philosophy of lifelong learning. All of these changes and developments require continuous learning for
each individual’s. At this point, the companies have been adopted lifelong learning activities like learning
at work and learning when it is needed for continuous development.
In today's world, training materials are became authentic with technological developments. Education
is presented via e-learning with transport educational environment through computers and mobile
devices. Instructional design is the key to achieve success in e-learning materials and to reach expected
gains on the individuals. According to Smith and Ragan (1999), the term instructional design refers to
systematic and reflective process of translating principles of learning and instruction into plans for
instructional materials, activities, information resources and evaluation. In addition, many content design
models have been proposed by expert, who are defined somewhat like an engineer by Smith and Ragan.
When e-learning content creation some main steps are adopted by majority of models which steps are
analysis, development and evaluation.

Project
LC Waikiki is an institution that aims to increase productivity by giving trainings via e-learning on behalf
of continuous development. Training and development activities are carried out by LC Waikiki Corporate
Academy. Educational Technology department, located in LC Waikiki Corporate Academy. This
department is responsible to produce of e-learning contents which have to improve with using
instructional design principles. All the companies’ activities are carried out according to ADDIE model.
Numerous of instructional design approaches and theories are available and uses by designers and
instructors. One model is particularly effective and provides general, systematic framework to developers.
This situation makes the using of learning materials easier and more applicable. ADDIE model is utilized
in two ways in a Master's level instructional design course, first as a framework for the development of
the course and later as a process for the creation of multimedia projects (Peterson, 2013).
CPS-screen training are discussed in this study which has been developed according to the ADDIE
model. CPS training within the scope of the ADDIE model is developed according to the following steps
were taken (Welty, 1998):
• Analysis
• Design
• Develop
• Implement
• Evaluation
Purpose of the study is to produce e-learning content with using ADDIE model which is accepted by all
over the world. For this purpose, impact of educational materials which improved with using ADDIE
model, were examined on adult individuals’ learning.

Research
Most ISD models propose an analysis phase followed by design, development, implementation, and
evaluation. They begin with the analysis of tasks to be performed, content area learning objectives,
timelines, and priorities and constraints. Designing lessons via ISD demands an understanding of the
target learner and a hierarchy of instruction from simple to complex, least to most important, past to
present—basically, the behavioral approach to learning (Kidd, 2010). The analysis phase, though one of
the most essential in the ADDIE model, is often overlooked. Like any significant project, excitement to get
started often overtakes methodical planning, and the eagerness to see the finished results can put
relevancy and quality at risk (Shelton & Saltsman, 2011).
ADDIE model increases the efficiency of e-learning content. Moving from this assumption, the problem
sentences of this research is «How appropriate the e-learning materials to ADDIE model, which are
developed by LC Waikiki Academy Educational Technology department?».
Methods
Case study method of qualitative research methodology
were used in this project. It was prepared with reference to
ADDIE model to evaluate effects on all the holistic process. In
this context, group interviews were made with participants and
their opinions were taken about CPS training.
CPS training was developed for in-service training and
awarded to new personnel who are working 0-7 months in the
company. Although sample of the study was determined with
using random sample method. In addition, this training could be
implemented to new employees in the area. This situation
shows that the project has been an added value.
Analysis: CPS screen user staffs’ performance within the
company did not found sufficient. After determining the need of
training, e-learning was identified the most appropriate
method. Then, the target audience is determined with random
sample method for training.
Design: CPS training’s aim and objectives are determined
by considering users’ need. In this case, the scenario of CPS
education was written. While writing scenario, instructional
designer assumed that the employees had any prior
knowledge about CPS. For this reason, educational content
was restricted with the basic information. The questions that
used in content have been identified during the evaluation
stage.
Develop: According to determined scenario, screen
recording were made by using CS6 Adobe Captivate. In order
to create an interactive and visual content, defined questions
were prepared in Adobe Flash CS6. Then, the questions are
integrated to content which is developed in Captivate.
Implement: The CPS training is developed in Captivate
and it is published by SCORM standards. Published content is
uploaded to LMS (Learning Management System) which is
used by LC Waikiki Cooperate Academy. Uploaded CPS
training is applied to subject matter expert, content
development team and target audience for testing. Thus
testing and control process is realized.
Evaluation: Employees’ feedback were evaluated in this
stage, which were about enhancing CPS training. In
accordance with the feedback received, arrangements
made ​in the training content and it has been optimized for the
end user. Evaluation results obtained in the feedback section
is located on the findings.
CPS training is developed accordance with the ADDIE model's steps which are given as above. It’s
expected that if e-learning materials are developed by using ADDIE model, educational outputs would be
efficient.
Collecting Data
Data collection was planned in accordance to the ADDIE model for CPS training, on a pilot scale was
administered to 10 participants. When the phase of evaluation some questions are posed to participants,
who are made pilot application, for enhancement of the course. 8 questions were used to detect for
developable side of its. Questions were about the CPS course schedule, instructional design, and
adequacy of instructional materials such as visual, audio, interactivity. Used to face to face conversation
method, in the process of ask and answer.
Later in the process of education, CPS training was opened to the use of 51 staff who need this
course in company. At the end of education, five questions are posed to participants to evaluate usability
of education and it aims to start the process of continuous improvement. With the apostrophe of
questions aims to measure: meeting expectation of learner, convenient training of aim, beneficiation for
professional and personal development, schedule and, other opinion of training.
Results
According to participants’ opinions about visual, sound and interaction variables containing
educational materials shows that; ADDIE model is a suitable method for the produce e-learning materials,
and is applicable method for adult education. Adult individuals have autonomy, so they want to be
independent on the instructional materials. On the other hand, the CPS training has its own time sheet
and process because of its audience become new staffs and the training include basic knowledge. In this
case, the estimated training time was determined thanks to participants’ feedbacks which were about
completing training. K6’s answer shows that, the training time was appropriate.
Measurement and evaluation activities are important to determine instructional materials which could
be learned or not. K8 said that the location of questions have to be changed due to make training more
beneficial and understandable. In this instance editing were made.
K2’s opinion shows that, the CPS training has been reached its aim for new staff who are target
audience.
Discussion and Conclusions
Ideas generated by educators, sociologists and psychologist all contribute to comprehensive
understanding of the adult learner and how to create a learning enviroment that is most suitable to their
uniqe needs (Synder, 2009).
ADDIE model is adopted by many educational institutions that produce e-learning content all over the
world. Education content is the heart of e-learning and the basic steps in the preparation of educational
emerges as analyze, improvement and evaluation. According to Gardner's anticipates, if failure to carry
out these steps are complete and correct at the training that will bring success than failure.
References
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration, Distance
Education, 27 (2), 139-153.
Gökkaya, Z. & Akçiçek Ş.B. (2013). Contemporary approach to distance education and e-certificate programme Turkey: A Sample
Study, İstanbul Journal of Social Science, http://www.istjss.org/resim/2012_winter_2_4.pdf, ET: 11.12.2013.
Harrison T.M. & Stephen T. (1996). Computer Networking and Scholarly Communication in the Twenty-First-Century University (s.260),
United states of America: State University of New York Press.
Kidd, T. (2010). A brief history of elearning. Kidd, T. inside, Online Education and Adult Learning, (s.30). USA: Information Science
Reference (an imprint of IGI Global).
Peterson, C. (2003). Bringing ADDIE to Life: Instructional Design at Its Best. Journal of Educational Multimedia and Hypermedia, 12(3),
227-241. Norfolk, VA: AACE. Retrieved December 11, 2013 from http://www.editlib.org/p/2074.
Shelton, K. & Saltsman, G. (2011). Applying the ADDIE Model to Online Instruction,
Smith P.L. & Ragan T. J. (1999). Instructional Design (2nd Edition) (p. 2), New York, NY: Willey.
Snyder, M.M. (2009). Instructional Design Theory to Guide the Creation of Online Learning Communities for Adult, TeachTrends, 53(1),
48-56.
Welty, G. (1998). The «Design» Phase of the ADDIE Model, Journal of GXP Compliance, 40-52.

Acknowledgments
İsmet Burak Candansayar and Education Technology depertman of LC Waikiki Corporate Academy provided support in the design phase of the project. Would like to thank for their support.

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