Faculty training for using online communication tools to engage students

ADDIE approach, Final Report

GDIT 709 Instructional Program Development

Duquesne University

December 2014

Emtinan Alqurashi

Table of Contents

Introduction 4

Front End Analysis 6

Introduction 6

Needs Assessment/ Problem Statement 6

Goal Statement 7

Instructional Analysis 8

Learner Analysis 8

Contextual Analysis 9

Design of Instruction 11

Introduction 11

Course description 11

Course objectives 12

Outline of units and lessons 12

Summary of course units, objectives and lessons 14

Instructional strategy 15

Criteria for evaluating student performance 16

Development 17

Introduction 17

Sample Lesson 17

Learning Objectives 17

Learning Strategy 18

Assessments 19

Formative Evaluation 21

Introduction 21

Instructional Unit to be Formatively Evaluated 21

Formative Assessment Goals 22

Self-review Trial 22

One-to-one Trial 23

Small Group Trial 24

Data Collection, Analysis and Reporting for all Formative Assessment Activities 25

Sample Report Outline 25

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Implementation 26

Introduction 26

Implementation Process 26

Summative Evaluation 28

Introduction 28

Instructional Effectiveness 28

Instructional Efficiency 29

Benefits of Instruction 29

Outline of Summative Evaluation Report 30

Project Summary 31

References 33

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Introduction

Many higher educational institutions are using online learning technology in their learning

process, and it has proved to have a significant impact on education. This method of learning was

used in the recent years very effectively in university teaching in order to enhance the traditional

forms of teaching and learning (Laurillard, 2004).

This course provides Duquesne university instructor with the training they need in order to

enhance their knowledge and skills in using online communication tools to engage their students.

Online communication can be either synchronously or asynchronously. Synchronous

communication provides learner with the ability to communicate at the same time (Lynch, 2004).

It includes text-based communication such as chat rooms and instant messengers, and audio and

video communication where they can interact while seeing and hearing each other (Andrews &

Heythornthwaite, 2007). Asynchronous communication is considered as the most common type

of online communication. Learners can contribute in asynchronous communication at the times

that are convenient to them within a specific timeframe such as one day, week or month (Lynch,

2004). It includes the use of E-mail, discussion boards, blogs, wikis and many more. All of those

tools provide learners with different forms of use and interaction (Andrews & Heythornthwaite,

2007).

The main purpose of this training is for university instructors to learn how online communication

tools can be used effectively in their courses to enhance interaction and collaboration between

students themselves and between the student and the instructor.

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The instruction will be designed using the ADDIE approach. This project will illustrate each of

the ADDIE phases in details as follow: Front End Analysis, Design of Instruction, Development,

Formative Evaluation, Implementation, and finally Summative Evaluation.

Fig. 1 The ADDIE Concept (Branch, 2009, p. 2)

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Front End Analysis

Introduction

The front-end analysis must be prepared before beginning to design and develop training and

instructions in order to understand the need of the university and the learners. The main goal of

the analysis phase is “to identify the probable causes for a performance gap” (Branch, 2009, p.

23). This phase will (a) validate the performance gap, (b) determine instructional goals, (c)

analyze learners, audit available resources, (d) recommend potential delivery systems, and finally

(e) compose a project management plan (Branch, 2009, p. 24). Then it will be determined if the

planned instruction is the solution to close the performance gap (Branch, 2009).

Needs Assessment/ Problem Statement

Many higher educational institutions are using online learning technology in their learning

process, and it has proved to have a significant impact on education. This method of learning was

used in the recent years very effectively in university teaching in order to enhance the traditional

forms of teaching and learning (Laurillard, 2004).

There is a large number of online courses offered by Duquesne University to their students.

However, as many students are working while studying, they require more courses to be offered

online in different schools in the university. In response to the high demand of online courses

along with the existing ones, Duquesne University has given students the opportunity to take the

courses online by opening online sections in different schools and keeping the traditional

courses. The Department of Instructional Technology in the School of Education has requested

my cooperation to train faculty members to use different online communication tools in order to

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engage students in an interactive learning environment. In order for those instructors to have

effective online communication with their students, they need to be offered a basic training of

how to effectively use different communication tools with distance learning students.

Rhodes & Goveia (2002, p. 114) have indicated that several studies show that “professors are

more satisfied with technology if they have received training. In addition, professors are more

likely to accept technology training if provided with an incentive”. This training is intended to

bridge the gap between the current level of instructors’ knowledge, experience and confident in

online teaching (the actual performance), and the level they want to achieve to teach effectively

in any online course provided by the university (the desired performance). The lack of

knowledge and skills can be because instructors are busy with their schedules, but it is mainly

due to lack of training which may result in an uncomfortable experience for both students and

instructors.

The purpose of this training is to provide faculty with the necessary skills and knowledge to

integrate and use online communication tools in their course to enhance interactivity and

collaborative work among students themselves and between the student and the instructor.

Goal Statement

The main goal of this training is for instructors to learn how online communication tools can be

used effectively in online courses to enhance interaction and collaboration between students

themselves and between the student and the instructor. By the end of this training, learners will

be able to:

• Demonstrate understanding of the concept online communication;

• Identify at least 10 the online communication tools;

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• Explain how technology is used to enhance online communication;

• Discuss trends and issues;

• Implement online communication tools in their classrooms;

• Assess the use of technology in online interaction and collaboration.

Instructional Analysis

The following table illustrates the subordinate skills required for each of the stated tasks.

Tasks Subordinate skills

Understand online communication Define synchronous communicationDefine asynchronous communication

Identify 6 synchronous communication tools

-Video conferencing tools (Skype, Google+ Hangouts)-Audio conferencing tool (Google voice, Speek)-Instant messaging (Google Talk)-Document construction tool (Google Docs)

Identify 5 synchronous communication tools

-Discussion boards (Blackboard discussion board)-Web blogs (Wordpress, Blogger)-Wikis (Wikispaces)-Messaging (email)

Explain the use of technology -discuss how technology is being used to enhance interactivity and collaboration.

Implement -Choose 3 of those technologies and use them collaboratively with other faculty member.-Implement technology into classroom.

Evaluate -Describe Trends and issues of each technology.

Assess -Each instructor will present a demonstration of how to use a technology of their choice in classrooms.

Learner Analysis

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There will be thirteen faculty members from five different departments and schools. There will

be four instructors is from the ESL Department in the School of Education. Three instructors are

from the Public History Department in the School of Liberal Arts. Two instructors are from the

Accounting Department in the Business School. One instructor is from the Biology Department

in the School of Natural and Environmental Sciences. Three instructors are from the Leadership

Department in the School of Leadership and Professional Advancements. They are between the

age of 40 and 65, six of them are males and seven are females. After interviews, I can tell that

they are all motivated and ready for the training. I also learned that each one of them has

different backgrounds and skills in terms of using technology in online courses. Some of them

are not familiar with integrating technology to support teaching, but others have some basic

skills in terms of technology. To be specific, All have basic technology knowledge, including

how to use the Internet, how to email, and how to operate a personal computer. The four ESL

instructors use PowerPoint presentations in her classes from time to time.

Contextual Analysis

After email communications, I was informed that the faculty members are in different places and

busy with their different schedules; therefore, the delivery of the content will be online. Learning

Management Systems (LMS) are commonly used in universities to deliver online courses. In this

training, Blackboard will be used to deliver the training session and communicate synchronously

via Collaborate as well as asynchronously with other instructors. The training will be divided

into 6 units, each unit will last for two hours. Learners must have computers, Internet access, and

a valid university Blackboard account to access the learning module that will be available to

them. All of the faculty members participating in this program have computers with cameras,

microphones and speakers. They have access to the Internet on campus and a valid multi-pass to

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access blackboard and email account. If circumstances change, learners will be provided with

necessary equipment by the university to support their training process.

Project Management Gantt Chart

Phase Task Leaders DateProblem Analysis Emtinan Alqurashi Oct 6-19

Needs Assessment/ Problem StatementGoal StatementInstructional AnalysisLearners AnalysisContexts AnalysisProject Management Chart

Design Emtinan Alqurashi Oct 20- 26Course Description and ObjectivesOutline of Units and LessonsInstructional StrategyCriteria for Evaluating Student Performance

Development Emtinan Alqurashi Oct 27-No 2Sample LessonLearning ObjectivesLearning StrategyAssessment

Formative Evaluation Emtinan/Faculty Nov 3 - 9Formative Assessment GoalsSelf-review TrialOne-to-one TrialSmall-group TrialData Collection, Analysis and ReportingSample Report Outline

Implementation Emtinan/Faculty Nov 10- 16Implementation Process

Summative Evaluation Emtinan/Faculty Nov17- 23Instructional EffectivenessInstructional EfficiencyBenefits of Instruction

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Summative Evaluation Report

Faculty = four out of thirteen university instructors requesting this training course.

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Design of Instruction

Introduction

The main goal of this phase is “to verify the desired performance and appropriate testing

methods” (Branch, 2009, p. 59). It aims to close the performance gap due to a lack of knowledge

and skills. The Design phase will (a) conduct a task inventory, (b) create performance objectives

and finally (c) generates testing strategies (Branch, 2009, p. 60). This will allow the instructional

designer to prepare a plan to close the performance gap that is caused by the lack of knowledge

and skills (Branch, 2009).

Course description

This professional development course is designed for training faculty that teach at Duquesne

University. The purpose of this training is to provide faculty with the necessary skills and

knowledge to integrate and use online communication tools in their course to enhance

interactivity and collaborative work among students themselves and between the student and the

instructor.

The course includes six units, and each units has a lesson or more. The training units must be

taken in order, and each unit will take about an hour to complete. Each unit will take one hour to

complete. The instruction of the course is available on the university learning management

system (i.e. Blackboard).

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Course objectives

The main goal of this training course is for instructors to learn how online communication tools

can be used effectively in online courses to enhance interaction and collaboration between

students themselves and between the student and the instructor.

Outline of units and lessons

Unit 1: online communication.

Objective: by the end of this unit, learners will be able to demonstrate understanding of the

concept online communication.

Lesson 1: define synchronous communication

Lesson 2: define asynchronous communication

Unit 2: synchronous communication tools.

Objective: by the end of this unit, learners will be able to identify 6 synchronous communication

tools.

Lesson 1: introduce video conferencing tools (Skype, Google+ Hangouts)

Lesson 2: introduce audio conferencing tool (Google voice, Speek)

Lesson 3: introduce instant messaging (Google Talk)

Lesson 4: introduce document construction tool (Google Docs)

Unit 3: asynchronous communication tools.

Objective: by the end of this unit, learners will be able to identify 5 asynchronous

communication tools.

Lesson 1: introduce discussion boards (Blackboard discussion board)

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Lesson 2: introduce web blogs (Wordpress, Blogger)

Lesson 3: introduce wikis (Wikispaces)

Lesson 4: introduce messaging (email)

Unit 4: the use of technology.

Objective: by the end of this unit, learners will be able to explain how technology is used to

enhance online communication.

Lesson 1: discuss how technology is being used to enhance interactivity and

collaboration.

Unit 5: implementation.

Objective: by the end of this unit, learners will be able to implement online communication tools

in their classrooms.

Lesson 1: choose 3 of those technologies and use them collaboratively with other faculty

member.

Lesson 2: implement technology into classroom.

Unit 6: evaluation and assessment.

Objective: by the end of this unit, learners will be able to evaluate and critique the use of

technology in online interaction and collaboration.

Lesson 1: describe Trends and issues of each technology.

Lesson 2: learners present a demonstration of how to use a technology of their choice in

classrooms.

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Summary of course units, objectives and lessons

Units ObjectivesBy the end of the units, learners will be able to …

Lessons

1: online communication

demonstrate understanding of the concept online communication.

1: define synchronous communication.2: define asynchronous communication.

2: synchronous communication tools

identify 6 the online communication tools.

1: introduce video conferencing tools (Skype, Google+ Hangouts)2: introduce audio conferencing tool (Google voice, Speek)3: introduce instant messaging (Google Talk)4: introduce document construction tool (Google Docs)

3: asynchronous communication tools

identify 5 the online communication tools.

1: introduce discussion boards (Blackboard discussion board)2: introduce web blogs (Wordpress, Blogger)3: introduce wikis (Wikispaces)4: introduce messaging (email)

4: the use of technology

explain how technology is used to enhance online communication.

1: discuss how technology is being used to enhance interactivity and collaboration.

5: implementation implement online communication tools in their classrooms.

1: choose 3 of those technologies and use them collaboratively with other faculty member.2: implement technology into classroom.

6: evaluation and assessment

evaluate and critique the use of technology in online interaction and collaboration.

1: describe Trends and issues of each technology.2: learners present a demonstration of how to use a technology of their choice in classrooms.

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Instructional strategy

This course is being delivered online and is based on Dick and Carey’s Chronological Sequence

of Instruction (Dick, Carey & Carey, 2009). Blackboard is used to design the course content and

deliver the learning materials.

1. “Pre-Instructional Activities” introduces new concepts and materials, describe the

objectives of the training generally and for the day specifically. Assess learners’ prior

knowledge by asking them a couple of questions prior beginning of each unit.

2. “Content Presentation” is the next step which include an appropriate instructional

sequence with new content followed by examples for each unit.

3. “Learner Participation” comes after the content presentation which provides the learners

with the opportunity to practice what they have learned to test their understanding, and

receive a one-to-one feedback from the instructor.

4. “Assessment” will be via asking questions during the instruction about the illustration

presented. Also, there is a final assessment that shows learners’ ability to master the skills

of using technology in classroom.

5. “Follow-Through Activities” are integrated into the lessons of each unit. This part of the

lesson is the final learning component in the instructional strategy. It reviews the entire

strategy to determine whether the learners acquired the desired performance (i.e.

knowledge and skills).

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Criteria for evaluating student performance

Formative evaluation

There are no formal assessments in this training course in order to successfully complete it. The

main propose of the assessments is provide feedback for learners to enhance their knowledge and

skills. Therefore, learners are provided with a small pretest to evaluate their prior knowledge on

using online communication tools in classrooms. Questions will be asked during the lessons to

check learners’ understanding. A small one-to-one and small-group questionnaires will be

available for learners to assess the course. Learners will practice using technology and

implement a technology of their choice into their classrooms.

Summative evaluation

A summative assessment will be available for learners to take if they choose to. The assessment

is posttest that includes 19 questions and it can be taken after completing the learning materials

on Blackboard. Learners will also reflect on what they have learned by recording an audio file

for 2 to 3 minutes, and share it with the rest of the group.

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Development

Introduction

The development phase is based on the materials gathered during the analysis and design phases.

The main goal of this phase is “to generate and validate selected learning resources” (Branch,

2009, p. 83). This phase provides insights into the curriculum by focusing on a single lesson

from the different units. In this phase the instruction designer will (a) generate content, (b) select

or develop supporting media, (c) develop guidance for the students, (d) and develop guidance for

the teacher (Branch, 2009, p. 84). Then, a formative assessment will be conducted after

completing this phase.

Sample Lesson

One lesson is selected as a sample lesson, which is lesson 3 from unit 3. This lesson includes

learning objectives, learning strategy and assessment. The duration of the lesson is no more than

60 minutes. It is delivered online via the Blackboard learning management system (LMS).

The sample lesson is;

Unit 3: asynchronous communication tools

Lesson 3: introduce wikis (Wikispaces)

Learning Objectives

By the end of this lesson the learner will be able to use wikis for communication and

collaboration in the classroom.

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Specifically the learner will be able to,

• set-up a new wiki in Wikispaces,

• create pages, edit pages, invite people,

• import media into wiki pages.

Learning Strategy

This course is being delivered online and is based on Dick and Carey’s Chronological Sequence

of Instruction. Blackboard is used to design the course content and deliver the learning materials.

1. Pre-Instructional Activities.

Learners will access Blackboard and start the lesson with watching a video that provides

introduction of wikis. This is the link of the YouTube video: http://www.youtube.com/watch?

v=mFDKL4GC5us. It explains the uses and the benefits of using wikis in classrooms in less than

2 minutes.

Then, The instructor will provide a welcoming statement to motivate learners along with the

learning objectives of this lesson. In addition, an overview of the components of the lesson,

content knowledge as well as assessments are indicated.

2. Content Presentation.

The next stage is to provide learners with a step-by-step demonstration of how to create a new

wiki on Wikispaces. To do so, the instructor will be sharing her screen with learners on

Blackboard. The demonstration shows how to create pages, edit and add content on the pages

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created. It also shows learners how to invite people to participate in the learning process. Finally,

learners will learn how to integrate media (e.g photos, videos) in the wiki pages.

3. Learner Participation.

This stage provides the learners with the opportunity to practice what they have learned to test

their understanding, and receive a one-to-one feedback from the instructor. Learners will (a) set-

up a new wiki in Wikispaces; (b) create new pages, edit pages, invite each other; (c) import at

least one kind of media into wiki pages. This stage will be done asynchronously at their

convenient time.

4. Assessment.

There is an informal assessment in this lesson that allow learners to demonstrate their ability to

master the skills of using Wikispaces in the classroom. Learner will set-up a new wiki, add all

the learning materials and invite their students to participate.

5. Follow-Through Activities.

This part of the lesson is the final learning component in the instructional strategy. The instructor

will provide a small test of 10 questions to check learners’ understanding. It reviews the entire

strategy to determine whether the learners acquired the desired performance (i.e. knowledge and

skills).

Assessments

There are no formal assessments in this training course in order to successfully complete it. The

main propose of the assessments is provide feedback for learners to enhance their knowledge and

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skills. Therefore, the assessment is to provided learners with the support and encouragement they

need. Learners will practice what they have learned by integrating Wikispaces into their

classrooms, and they will receive a one-to-one feedback from the instructor. The wiki should

include at least 5 pages, one photo and one video if needed. They will invite their students as

well to participate in collaborative work.

A summative assessment will be available for learners to take if they choose to. The assessment

is posttest that includes 10 questions and it can be taken after completing the lesson on

Blackboard. At the end of the lesson, there will be a survey for learners to take about their wiki

experience.

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Formative Evaluation

Introduction

Formative evaluation is designed to revise the instructional materials and processes before the

implementation. The main purpose of the formative evaluation is to “improve rather than prove”

(Branch, 2009, p. 122). Formative evaluation in designing instruction can be defined as

“collecting data about how learners learn within certain contexts” (Branch, 2009, p. 123). The

data collected will be analyzed, summarized, and then revised (Branch, 2009).

There are three typical phases of formative assessment: one-to-one trial, small group trial, and

field trial (Branch, 2009). This assessment takes place in three phases; self-review trial, one-to-

one trial, and small group trial. In this formative assessment a self-review trial will be conducted

first where the revision of the curriculum will take place by the instructional designer. One-to-

one trial is the second phase where the instructional designer works with a learner to observe

his/her reactions to the curriculum, and also to revise and remove obvious errors from the

curriculum if needed in order to improve the clarity and feasibility of the curriculum. Small

group trial is the third phase and it is between the designer and several learners. Field trial is the

final phase of formative assessment. The instructional material will be reviewed sufficiently in

the previous phases which makes this phase unnecessary.

The delivery of instruction will take place in the Learning Management System (i.e.

Blackboard). The data will be gathered after completion of each phase. The collected data will be

analyzed, synthesized and reported in order to improve the instructional design.

Instructional Unit to be Formatively Evaluated

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The unit that will be formatively evaluated is unit 3: asynchronous communication tools. This

units includes (a) introduce video conferencing tools (i.e. Skype, Google+ Hangouts); (b)

introduce audio conferencing tool (i.e. Google voice, Speek); (c) introduce instant messaging

(i.e. Google Talk); (d) introduce document construction too (i.e. Google Docs). By the end of

this unit, learners will be able to identify 6 the online communication tools and implement at

least 2 in the classroom.

Formative Assessment Goals

The main goals of the formative assessment are: “to determine the potential effectiveness of

instructional materials that are under development and to identify any instructional materials that

need to be revised” (Branch, 2009, p. 122). The formative evaluation is designed to provide

opportunities to understand learners’ perspectives toward the instructional materials, and to

improve the designed instruction in order to reduce the performance gab (Branch, 2009).

Self-review Trial

This is the first stage in the formative evaluation. The plan is to conduct a self-review of the

instructional material; I will do that by reviewing the course materials and learning resources as a

first-time user. It is important to consider the purpose and goals of the formative assessment

when reviewing the planned course, and see if it meets my own expectations. The self-review

stage will evaluate, analyze, and examine errors in the instructional materials.

Notes will be taken as I examine the instructional materials. A formative assessment self-review

questionnaire is derived to guide me as I evaluate the designed curriculum. The questionnaire

includes eight open-ended questions, and they are as follow:

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1. Are the objectives clearly stated and appropriate for the expected outcomes?

2. Is the appropriate instructional strategy used for the learners?

3. Can the course be mastered in a reasonable amount of time? (2 hours each unit)

4. Is the course comprehensive and accurate?

5. Do the learners have enough support to learn with the new technologies being implemented?

6. Do lesson activities support learning to achieve lesson objectives?

7. Is Blackboard the appropriate delivery platform?

8. Suggestions for improvement.

One-to-one Trial

The goal of this stage is remove the most obvious errors from the planned course and the

supporting learning resources and work with a learner to observe his/her reactions to the course.

The purpose of that is to improve the clarity and feasibility of the planned course. The

instructional designer sets with the learner to obtain his/her feedback while reviewing the course

materials. The nature of the data in this stage is more qualitative than quantitative. Based on the

data collected, the instructional designer revise the learning resources then proceed to the next

stage (i.e. small group trial).

A formative assessment one-to-one questionnaire is designed to evaluate the course. The

questionnaire is available online using SurveyMonkey (an online survey tool). The questionnaire

includes five open-ended questions, and they are as follow:

1. Are the objectives clearly stated and appropriate for the expected outcomes?

2. Is the appropriate instructional strategy used to support learning?

3. Can the course be mastered in a reasonable amount of time? (2 hours each unit)

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4. Is the course comprehensive and accurate?

5. Do the learners have enough support to learn with the new technologies being implemented?

Small Group Trial

After the one-to-one evaluation, a small group evaluation will be conducted. This stage is to

determine how effective the revised instruction can be, and to obtain feedback on the learning

resources from the learners. The number of participants in this group is 4, the total number of

learners is 13. The nature of the data in this stage is descriptive and quantitative. The

instructional designer summarizes the collected data in order to make revisions on the course

materials and the learning resources.

A formative assessment small group survey is designed to evaluate the course. It will be

available online using SurveyMonkey (an online survey tool). The questionnaire will use a 5-

point Likert scale as follows: 5=strongly agree, 4= agree, 3=neutral, 2= disagree, 1=strongly

disagree. The following questions are used in the survey to obtain learners’ opinions:

Questions Score 5-1 Comments

1. The lesson objectives were clear and understandable.

2. The materials were directly related to the lesson objectives.

3. The course was interesting.

4. There is a reasonable time to complete the learning activities.

5. The learning activities were helpful.

6. The tasks helped to improve my knowledge and skills.

7. The lessons were too difficult.

8.There was enough instructional support when needed.

9. There was enough technological support when needed.

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10. I would recommend this course for others.

Data Collection, Analysis and Reporting for all Formative Assessment Activities

The data collected from the questionnaire will be examined, analyzed and evaluated to improve

the course. The analyzed data will allow me to know the specific areas that need developments

and improvements. There are three main factors that will be considered when collecting,

analyzing and reporting data. These are (a) the instructional designers’ perception on the

designed course, (b) the performance of the learners, and (c) the learners’ perceptions and

attitudes towards the instruction. The following is a sample outline for the report. The final

report will use the structure in this outline.

Sample Report Outline

The report will be presented in the following format:

I. Summary (abstract)

II. Purposes of evaluation

• Objectives

• Description of sample course/unit

III. Methodology

• Participants

• Instruments

IV. Results

• Analysis

• Findings

V. Conclusions and Recommendations

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Implementation

Introduction

The main purpose of the implementation phase is “to prepare the learning environment and

engage the students” (Branch, 2009, p. 133). It is a stage where it prepares both the instructor

and the learners as well. In this training course, the instructional designer provides the university

instructor (i.e. the learners) with the necessary knowledge and skills to use online

communication tools to effectively engage their students. The training course will be available to

the learners on the university Blackboard system. Upon completion this phase, the instructional

designer should be able to “move to actual learning environment where the students can begin to

construct the new knowledge and skills required to close the performance gap” (Branch, 2009, p.

134). This phase will result in an implementation strategy which includes both an instructor plan

and a learner plan as well (Branch, 2009).

Implementation Process

The implementation phase of ADDIE model requires that the instructional designer be prepared

and learners be engaged. This phase provides the instructional designers with the necessary steps

that lead to the actual launch of the training course. The instructional designer is the one who is

responsible for providing the training course. The learners will be participating online only in the

Learning Management System (Blackboard) using their university accounts to access the

learning environment. Learners’ participation and interaction is necessary to produce a

meaningful learning experience. Classroom learning strategies will include discussion,

feedbacks, and implementation of new technologies. The instructional designers will be

responsible for providing learners with support if needed. The instructional designers will

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address any problem that might occur in the implementation phase to modify the materials in

order to ensure high quality of learning. The main goal of this training course is for instructors to

learn how online communication tools can be used effectively in online courses to enhance

interaction and collaboration between students themselves and between the student and the

instructor. Therefore, The instructional designer plans on meeting the following objectives:

• Describe the main goal of the program.

• Describe the learning objectives of the lesson.

• Provide online training for the use of technology.

• Ensure that the objectives are clearly stated and appropriate for the expected outcomes,

• Ensure that the appropriate instructional strategy used for the learners.

• Provide learners with enough support to learn with the new technologies being implemented.

• Ensure that the lesson activities support learning to achieve lesson objectives.

• Evaluate if Blackboard is the appropriate delivery platform.

• Ensure that course is comprehensive and accurate.

• Evaluate if the course can be mastered in a reasonable amount of time, which is 2 hours for

each unit.

• Assess learners’ ability to use the newly learned technology.

• Encourage learners to implement what they have learned in their classrooms.

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Summative Evaluation

Introduction

The summative evaluation comes after the final version of instruction is implemented. The main

purpose of the evaluation phase is “to assess the quality of the instructional product and

processes” (Branch, 2009, p. 152). After completing this phase, the instructional designer should

be able to determine if the designed instruction was successful and also recommend any

improvements. The results of the summative evaluation will help the instructional designer to

verify that the instructional materials closed the performance gap (Branch, 2009).

Instructional Effectiveness

The summative assessment will include a questionnaire for learners to assess the course and the

instruction. This questionnaire is Duquesne’s students Evaluation Survey (2013). An email will

be sent to the learners with the survey link to evaluate the course. The table below shows the

questions that the learners will be asked to answer. The questionnaire will use a 5-point Likert

scale as follows: 5=strongly agree, 4= agree, 3=neutral, 2= disagree, 1=strongly disagree.

Statement Score 5-1

1. The instructor helped me to understand the material in this course.

2. The instructor was enthusiastic about teaching.

3. The assignments were helpful in acquiring a better understanding of course objectives.

4. The instructor treated students with respect.

5. The instructor encouraged students to seek help if needed.

6. The instructor created a learning environment in which students felt comfortable asking questions.

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7. The instructor made it clear how student learning would be assessed.

8. The instructor returned graded materials within an appropriate time frame.

9. The instructor helped me to understand the relevance of this course.

10. Assistance from the instructor was readily available if I sought help.

11. The instructor provided constructive feedback on course assignments and exams.

12. The instructor responded to my communications in a timely manner.

13. The instructor used a variety of instructional strategies.

14. The instructor was well prepared for the course.

15. The instructor stimulated my thinking.

16. The instructor’s explanations were clear.

17. Communication with the instructor was helpful.

18. The instructor was concerned with whether or not the students learned the material.

19. The objectives of the course were well explained.

Instructional Efficiency

The efficiency of the instruction will be determined in many ways. I will evaluate the time spent

to complete the learning activities and the lessons. I will compare the expected completion time

of each activity with actual time spent. The time spent in the learning activities should be as

expected or reasonable in order to determine that the instruction was efficient. I will collect the

data, analyze it and evaluate the efficiency of the instruction.

Benefits of Instruction

The benefits of the instructions will determine if the instructional designer meets all the learning

objectives and goal that was set at the beginning of the project. It will determine if the instruction

provided helped to close the performance gap. This can be done by evaluating how well the

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university instructors (the learners) can implement what they have learned and practiced in their

classrooms. At least 2 technologies must be mastered during the training course. I will also

analyze the data collected from the online survey in the summative evaluation, examine it and

write the final report.

Outline of Summative Evaluation Report

The final summary report will be written by the instructional designer (i.e. the facilitator) using

the collected data from the questionnaires. The analysis will help to identify the areas that need

to be developed and improved for more effective instruction and curriculum. The report will be

presented in the following format:

I. Summary

II. Purpose of the Evaluation

a. Effectiveness

b. Efficiency

c. Benefits of Instruction

III. Methodology

IV. Analysis and findings

V. Conclusions and recommendations

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Project Summary

The instruction is designed using the ADDIE approach. This project illustrated each of the

ADDIE phases in details as follow: Front End Analysis, Design of Instruction, Development,

Formative Evaluation, Implementation, and finally Summative Evaluation.

This training course is intended to bridge the gap between the current level of instructors’

knowledge, experience and confident in online teaching (the actual performance), and the level

they want to achieve to teach effectively in any online course provided by the university (the

desired performance). The main purpose of this training is for university instructors to learn how

online communication tools can be used effectively in their courses to enhance interaction and

collaboration between students themselves and between the student and the instructor. The

instruction has focused on learners achieving the following goals: (a) demonstrate understanding

of the concept online communication; (b) identify at least 10 the online communication tools; (c)

explain how technology is used to enhance online communication; (d) discuss trends and issues;

(e) implement online communication tools in their classrooms; (f) assess the use of technology in

online interaction and collaboration.

The Front End Analysis phase has identifies thirteen university instructors participating in this

program with limited knowledge and skills of using instructional technology. In the design

phase, the training units and lessons were identified and listed along with their objectives. The

delivery method of the instruction in this program is online via Blackboard system. In the

development phase, a lesson plan has been created which is lesson 3 from unit 3 with the focus

on the learning objectives, strategy and assessment. Then, a formative evaluation was created to

assess the quality of the instruction. In this formative assessment, the instructional designer will

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conduct a self-review trial first where the revision of the curriculum will take place. One-to-one

trial is the second phase where the instructional designer works with a learner to observe his/her

reactions to the curriculum, and also to revise and remove obvious errors from the curriculum if

needed in order to improve the clarity and feasibility of the curriculum. Small group trial is the

third phase and it is between the designer and several learners. The Implementation phase

provided the instructional designers with the necessary steps that lead to the actual launch of the

training course. The instructional designer is the one who was responsible for providing the

training course. The final phase is the Summative phase which helps the instructional designer to

verify that the instructional materials closed the performance gap.

The Program addresses its issues and the areas that need to be developed from the Formative and

the Summative evaluations. A final report is written based on the data collected from the

evaluations.

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References

Andrews, R. And Heythornthwaite, C. (2007). The SAGE handbook of e-learning research.

London: SAGE Publication Ltd.

Branch, R. (2009). Instructional design: the ADDIE approach. New York: Springer.

Dick, W., Carey, L., & Carey, J. (2009). The systematic design of instruction. Upper Saddle

River, New Jersey: Pearson.

Laurillard, D. (2004). E-learning in higher education. In Ashwin, P. (Ed.) (2006). Changing

Higher Education: the development of learning and teaching. Abingdon:

RoutledgeFalmer.

Lynch, M.M. (2004). Learning online: a guide to success in the virtual classroom. London:

Routledge.

Rhodes, C., & Goveia, W. (2002). Faculty training initiative at the Indiana university school of

education: a participative effort. Proceedings of the 30th Annual ACM SIGUCCS

Conference on User Services, New York, 114-121. doi: 10.1145/588646.588671

SES 2.0 (2013, December). DORI. Retrieved from Duquesne University’s website:

https://portal.duq.edu/intranet/Documents/intranet/academicaffairs/_pdf/

SES_2.0_Final.pdf

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