International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue IX, September 2022|ISSN 2454-6186
Designing an interactive online study skills course: A systemic design-based approach
Mohamed S Al-Aghbari, Mohamed E Osman* & Rouhollah Khodabandelou
Department of Instructional & Learning Technologies, College of Education Sultan Qaboos University, Oman
*Corresponding Author
Abstract: Developing interactive eLearning courses is perhaps one of the most challenging tasks for instructional designers and developers. Nonetheless, the rich literature on instructional systems design provides a plethora of theoretically sound approaches and models for designing interactive online courses. Due to the complexity and diversity of eLearning environments, instructional designers need to document their design processes and share their experiences so that new theoretical knowledge and applications continue to be generated. This study used a design-based approach to document the cyclical and reiterative process of designing and developing the study skills course. The study applied the ADDIE instructional design model as a sub-system model to design, develop, deliver, and evaluate the online study skills course. The qualitative data were collected using document analyses, focus groups, and structured interviews with policymakers, SMEs, and instructors at SQU to define the gap in the practices of the design and development of SPOCs. In addition, a need assessment survey was used to collect quantitative data from the Instructional and Learning Technology (ILT) department at Sultan Qaboos University (SQU). The researchers used the instruments associated with each phase of the ADDIE model during the design and development of the intervention (the Study Skills course). The SMEs, instructional designers, developers, and e-learning specialists used a continuous feedback loop and formative evaluation to review each phase. The course evaluation sheet and the overall course grade indicated that the students had a positive online course experience. In addition, new contextual factors were identified and added to the design principles checklist that can be adapted and adopted in other learning environments.
Keywords: Online courses, ADDIE model, Design-based approach, Study skills, Instructional design
I. INTRODUCTION
Online learning has become crucial to all education systems in various countries, particularly in developing countries, as a potential to meet the growing demand, especially within the Covid-19 pandemic circumstance (Osman, 2020). This phenomenon can be considered a tool to increase the number of students accessing higher education because it is a less expensive and more flexible alternative, especially for students from marginalized groups or rural areas (Naresh & Reddy, 2015). Well-designed online courses can provide a variety of conducive features to learning. However, the quality of the material in online courses and the best practices of the quality assurance regulations are essential for successful online courses (Kulshrestha & Sharma, 2017).