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Instructional design models are used in e-learning where various sources are applied to the benefit of the user. It is often regarded as a framework where instructional materials are often developed. It's an online tool used by instructional designers to give both meanings as well as structure to the reading material (Karger & Stoesz, 1998). It is common that any learning course is usually broad and requires breaking down the entire process into stages that are separately handled to create efficiency. The main goal of instructional design models is to see to it that the anticipated learning objectives, as well as the desired expectations, are met to the letter.

Reasons for using instructional design models

The core factor as to why instructional design models are used is to promote a systematic learning process and also save on the time used to reach the desired goals. Since they are mostly used in online courses, most of the users are from different regions in ten worlds and have different needs and capabilities (Karger & Stoesz, 1998). Online learning is efficient in that it does not limit people on common grounds like religion, race, geographical location or any other variable. The first step as to why instructional design models are required is the concept of whether there is a need to develop the training. Once this question is answered, then the need for such a model arises immediately (Karger & Stoesz, 1998). The other variable to be considered is the amount of content that is desired to achieve the desired objectives. In all sectors, models save the money used for expenditure and also helps in filling in the content gaps in between. Some of the examples of instructional models include ADDIE, SAM, Dick and Carey, Kemp design model, ASSURE and also Instructional Design System.

1. ADDIE

ADDIE was the first instructional design model to be used in many areas since the instructional models began. However, there are many concerns as to the efficiency of the model, owing to the fact that there are many changes that have occurred in the past five decades (Faryadi, 2007). Every decade witnesses a new chapter of a technological revolution which turns most of the old things obsolete. ADDIE is an acronym for Analysis, Develop, Design, Implement as well as Evaluate. Each process is a stage with different tasks to achieve the desired outcomes. Here is a description of each of the steps:

Variable 1: Analysis

Analysis answers the question of why the training is required in the first place. This follows after comprehensive data has been collected and evaluated. However. To remain on the right track, the designers must also understand the expectations as well as the needs of the firm in question. This phase drives the development as well as the design of the entire process.

Variable 2: Design

This is the stage where the instructional designers chose the instructional strategy which to follow after which they put down the desired objectives (Faryadi, 2007). To finalize the process, they have distinct delivery methods and also appropriate media to accomplish their relevant tasks.

Variable 3: Development

This entails developing all the necessary elements of the course material. This is done following the design phase of the model

Variable 4: Implementation

This stage involves rolling out the course, delivering it to the relevant learners and also monitoring the effects of the course.

Variable 5: Evaluation

The course provides the anticipated results. Instructional designers work with the clients and come up with the effects of the course.

2. Merrill’s Principles of Instruction (MPI)

This principle of instruction was developed by David Merril in 2002, and it is comprised of five learning principles which include:

a) Activation principle

b) Integration principle

c) Task-centred principle

d) Application framework

e) Demonstration framework

3. Gagne’s Nine Events of Instruction

This model is based on the behavioural model of learning that is composed of multiple framework events that enable instructional designers to follow distinct learning situations (Thompson, 2001). It is the most common eLearning framework that is necessary for administering practical learning objectives. These nine steps include:

1) Gaining the attention of students.

2) We are informing the students about the underlying objectives.

3) I am stimulating the recall of previous learning objectives.

4) I am presenting the content.

5) I am providing learners with guidance.

6) We are assessing the overall performance.

7) Elicit performance.

8) I am providing the necessary feedback.

9) I am enhancing job promotion as well as retention.

4. Bloom’s Taxonomy

This model was advanced by Benjamin Bloom with the aim of organizing the distinct levels of cognitive learning in the long run. A more detailed version, Revised Taxonomy, was developed by Anderson alongside his friend Krathwohl in 2001 (Thompson, 2001). The following is a description of the model.

5. Situated Cognition theory

It was initially published in 1989 where the core principles are still practised until today. The core element of the law is that no one is capable of separating doing from knowing. Its area of emphasis is that no one is in a position to do what they do not understand. Every learning curve is based on a particular concept that is often shown in action (Thompson, 2001). Learning is also described as a social endeavour which provides a common platform for knowledge expansion as well as wisdom gathering. This is often done through numerous discussions as well as problem-solving characteristics that are applicable in the long run.

6. Sociocultural Learning Theory

The initial script that described this theory was published in the 1930s, but it took longer to become popular because of the political turmoil under Starlin by then. There were also challenges in translating the original script to other scripts in different languages (Lantolf, 2017). Social, cultural learning theory centres around three core variables which include communication, the zone of proximal development and also culture.

7. Individualized construction

This is more focused on how people gain knowledge and also how people respond to their external environment. Although it is meant for those who can grasp aspects quickly, it also allows those who are slow in the process to move at their own pace (Lantolf, 2017). In addition to these adjustments, it also includes the learners who have distinct learning preferences and with different response to the learning curve. The critical principles focused on are:

a) Autonomous completion of work by the learners. This gives them the opportunity to focus on individual strengths as well as opportunities.

b) Written learning materials which are preferred over numerous presentations.

c) I am supporting the learners as well as adding an entirely new level of social interactivity as well as experience.

d) I am assessing the learners after they have learned a particular lesson to gauge their learning progress in the long run.

8. The SAM Model

This gives the researcher the room to make the desired changes through performing well-distributed tasks over a long period of time. The researchers are also in a position to perform multiple iterations (Lantolf, 2017). It has three processes that ensure that the changes are well distributed and that the eLearning project moves to completion. The stages in this model are:

a) Presentation phase where enough information regarding the project is collected.

b) Iterative design where the project designs are formulated.

c) Iterative development where the research design is not only created, but also reviewed.

References

Karger, H. J., & Stoesz, D. (1998). American social welfare policy: a pluralist approach. New York: Longman.

Faryadi, Q. (2007). Instructional Design Models What a Revolution! Place of publication not identified: Distributed by ERIC Clearinghouse.

Lantolf, J. P. (2017). Sociocultural theory and second language learning. Oxford: Oxford University Press.

Thompson, L. (2001). Addie. Waterville, Me.: Five Star.