Instructional Design Model

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The ADDIE model for instructional design aligns with the system orientation model. This

model is typically designed for a large amount of instruction. For example, an entire course or

curriculum is being developed and substantial resources will be available for the designers

(Gustafson & Branch, 2002). This model is designed to be used by a team with a very high level

of skill or expertise rather than an individual. The ADDIE model puts an emphasis on

development and requires a high level of front end analysis (Gustafson & Branch, 2002). This

requires the instructor to analyze learners, context, goals, characteristics of the target audience,

and individuals not performing as expected. Using this model will also require a medium to high

level of technological complexity of delivery media and tryout and revision (Gustafson &

Branch, 2002). This means it is a constant cycle of teaching, reflecting on your teaching, and

revising to make it better. Reflection is such an important part of education and is definitely a

major part of this model. This model also requires a medium to high level of distribution. Due to

this combination of typical output levels, the ADDIE model falls under the system orientation

model. A system oriented instructional design model typically begins by collecting data to

determine the feasibility and desirability of creating an instructional solution to the problem

(Gustafson & Branch, 2002). System models differ from product development models because of

the amount of emphasis placed on analyzing the larger environment surrounding the student

before committing to development (Gustafson & Branch, 2002). This includes analyzing a

students’ level of motivation and considering that the issue could lie in that and therefore would

not have an instructional solution (Gustafson & Branch, 2002).

The ADDIE model of instructional design is a flexible model that is developed and

designed by the Centre for Educational Technology, Florida State University. The model

includes five phases called analysis, design, development, implementation, and evaluation
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(Zhang, 2020). When viewing the curriculum design ADDIE is a set of scientific development

model teaching and learning systems. It is considered a common curriculum implementation

plan. Therefore, based on the ADDIE model, the online learning community will be built to

improve the effective interaction between learners and teachers, learners and learners, and

teachers and teachers (Zhang, 2020). The analysis phase will analyze teaching objectives,

teaching content, and teaching environment (Zhang, 2020). This phase is also when the front-end

analysis will take place. The instructor needs to consider all aspects of the course and have their

best solution to any problems that could arise throughout the instruction. After the analysis

phase, the design phase involves arranging the learning resources and designing the learning

strategies according to the teaching objectives (Zhang, 2020). This is when the instructor will

physically begin putting their course together. Next is the development phase, during which the

instructor will sort out teaching materials and generate related curricula (Zhang, 2020). The

course should be completely finished by the end of the development phase. Following this phase

is the implementation phase. During implementation the actual teaching is conducted and the

knowledge is transferred to the students (Zhang, 2020). Lastly is the evaluation phase where the

instructor will monitor and test the whole learning and teaching process. Although these phases

are related and presented in this order, any phase can enter the evaluation phase at any time. By

relying on feedback, the instructor will decide whether or not to move forward so that the whole

teaching process can be completed successfully (Zhang, 2020).

The ADDIE model for instructional design is capable of handling learning needs, but it

also lacks important agile features. Agile features refer to being lightweight, iterative, cost

effective, customer involvement, rapid delivery of quality software product, short design phases,

incremental (evolutionary) approaches, and capable of incorporating rapid changes in

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requirements (Budoya et al., 2019). One of the weaknesses of the ADDIE instructional design

process is that it is not cyclical or repetitive. The Life Cycle model was developed and used to

overcome this weakness as it is both cyclical and repetitive (Budoya et al., 2019) However, a

study found that students trained using the ADDIE model had high mean scores compared to

students who were taught using a traditional method (Budoya et al., 2019). Another positive for

the ADDIE model is that it is accepted on a large scale worldwide. It has been the basis in a

plethora of studies and some researchers believe this model is flexible enough to be adapted to

different instructional environments (Almelhi, 2021). This would mean that this model is

strongly applicable for integrating technology into instruction. When we move instruction online

the instructor will be using some sort of LMS to host the content and provide students with a

place to submit their work. One study researched the effectiveness of using the ADDIE model

through an LMS of Blackboard. The experimental group of students were taught academic

writing according to the steps of the ADDIE model. The control group was taught using the

conventional face to face method (Almelhi, 2021). The experimental group who received

instruction online based on the ADDIE model scored higher on the posttest than the control

group who participated in a traditional face to face class (Almelhi, 2021). This provides evidence

that the ADDIE model for instructional design is a solid model for instruction that can be used

effectively for online instruction. The researcher also noticed an increase in the experimental

students' confidence when given the opportunity to practice their creative writing on their

weblogs and read and respond to their peers (Almelhi, 2021). By using this design in an online

setting, it removed the space and time constraints of a face to face class. The research indicates

that learners will cooperate on their creative writing projects more passionately when they

believe that their teacher, other peers, and their weblog readers will have unlimited access to
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their writing. This implementation method is directly related to the ADDIE model (Almelhi,

2021). This research study definitely shows the positive effects of teaching using this model and

proves that the model is just as effective in an online environment.

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References:

Almelhi, A. M. (2021). Effectiveness of the ADDIE Model within an E-Learning Environment

in Developing Creative Writing in EFL Students. English Language Teaching, 14(2),

20–36.

Budoya, C. M., Kissaka, M. M., & Mtebe, J. S. (2019). Instructional Design Enabled Agile

Method Using ADDIE Model and Feature Driven Development Process. International

Journal of Education and Development Using Information and Communication

Technology, 15(1).

Gustafson, K. L. & Branch, R. M. (2002). Survey of instructional development models. (4th ed.).

Syracuse, NY: ERIC Clearinghouse on Information and Technology, Syracuse

University.

Zhang, J. (2020). The Construction of College English Online Learning Community under

ADDIE Model. English Language Teaching, 13(7), 46–51.