Instructional Design with ADDIE and Rapid Prototyping for Blended Learning: Validation and Its Acceptance in the Context of TVET Bangladesh

Autor/inn/en	Shakeel, Shariful Islam; Al Mamun, Md Abdullah; Haolader, Md Faruque Ahmed
Titel	Instructional Design with ADDIE and Rapid Prototyping for Blended Learning: Validation and Its Acceptance in the Context of TVET Bangladesh
Quelle	In: Education and Information Technologies, 28 (2023) 6, S.7601-7630 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Mamun, Md Abdullah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11471-0
Schlagwörter	Foreign Countries; Instructional Design; Blended Learning; Academic Achievement; Reliability; Student Attitudes; Educational Technology; Educational Strategies; Vocational Education; Teaching Models; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulleistung; Reliabilität; Schülerverhalten; Unterrichtsmedien; Lehrstrategie; Ausbildung; Berufsbildung; Lehrmodell; Bangladesch
Abstract	Following COVID-19, the global educational landscape shifted dramatically. Almost every educational institute in Bangladesh undertook a strategic move to begin offering online or blended learning courses to mitigate the challenges created by the pandemic. The TVET sector, particularly the polytechnic institute of Bangladesh, endeavored to explore the blended learning approach as an immediate and long-term solution to address the educational dislocation caused by the pandemic. This study attempts to conceptualize a pedagogical design based on the ADDIE and rapid prototyping model to make a reliable and robust instructional design to be used in the blended learning context. A content validity index (CVI) was used to validate the proposed model; a technology acceptance model (TAM) was employed to examine its acceptability to students; and finally, students' academic performances were analysed to evaluate the overall performance of the proposed instructional design. The findings reveal that the proposed instructional design can be a reliable and valid pedagogical approach to be implemented in the blended learning context for polytechnic students. The proposed instructional design may help TVET educators and course designers to create a robust blended learning environment in the TVET sector and in other similar disciplines, such as science and engineering education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01