Reflection on the Theories, Models, Concepts, and Strategies Guiding the Instructional Design and Development of the Online Teaching Module



The design and development of an online teaching module require a strategic approach that blends both theoretical frameworks and practical instructional design models. In crafting the Online Teaching Module, I drew upon several instructional design theories, models, and concepts that supported the creation of an effective learning experience. Rob Power’s Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers (2023) provided key insights and strategies that guided the process. This reflection explores the relevant theories, models, and strategies I applied to the course development, focusing on how they contributed to a student-centered, engaging, and effective learning experience.

Constructivist Learning Theory

A central theory that guided my course design was constructivism, particularly as outlined by Power (2023). Constructivist learning emphasizes the active role of learners in constructing their knowledge through experiences and interactions with others. According to Power (2023), in an online course, this can be achieved through authentic tasks, collaborative learning activities, and reflective practices. I ensured that the module incorporated real-world scenarios and problem-based learning tasks to encourage students to apply their knowledge in a practical context.

By utilizing case studies and interactive discussion prompts, students were encouraged to explore healthcare scenarios, engage in critical thinking, and collaborate with peers. This model promotes deeper learning, as students are not just passive recipients of information but active participants in their learning journey. For instance, group discussions on clinical situations allowed students to construct their understanding through peer interaction, which is a key principle of constructivist theory (Power, 2023).

The ADDIE Model

The ADDIE model, which stands for Analysis, Design, Development, Implementation, and Evaluation, was instrumental in guiding the design and development of the Online Teaching Module. Power (2023) stresses the value of a structured yet flexible approach in instructional design, and ADDIE served as a framework for creating a well-organized, iterative process that ensured each aspect of the course was thoughtfully planned and executed.

In the Analysis phase, I identified the learners’ needs, their prior knowledge, and the course’s objectives. This aligned with Power’s (2023) emphasis on understanding the learner's context and tailoring content to meet those needs. The Design phase involved crafting clear learning outcomes and organizing content into manageable modules, ensuring that each section of the course was designed to facilitate engagement and active learning. In the Development phase, the content was built and tested within the Canvas LMS, following Power’s (2023) suggestions for maintaining simplicity and clarity in digital learning environments. Finally, the Evaluation phase involved testing the course with peers, gathering feedback, and refining the module to ensure it met its learning objectives.

Universal Design for Learning (UDL)

Another critical concept integrated into my course design was Universal Design for Learning (UDL). UDL is an approach that focuses on creating flexible learning environments that can accommodate the needs of diverse learners (Power, 2023). By using multiple means of representation, engagement, and expression, UDL aims to make learning accessible to all students, including those with different learning preferences or disabilities.

To implement UDL principles, I ensured the course included a variety of content formats, such as videos, text, and quizzes, so students could engage with the material in the way that best suited their learning style. For example, providing transcripts and captions for videos allowed learners to access content in multiple ways, whether by listening, reading, or interacting with the content. Power (2023) highlights that providing multiple means of engagement is especially important in online learning, where students may face various barriers to participation. By integrating UDL strategies, the course became more inclusive, accommodating a wider range of learners.

Active Learning Strategies

In line with Power’s (2023) advocacy for incorporating active learning strategies, I designed the course to include opportunities for students to engage with the content beyond passive reading or watching. Power suggests that active learning, such as collaborative group work, discussions, and problem-solving exercises, is critical to developing deeper understanding and long-term retention of material. In my course, I implemented interactive case studies and reflection prompts that encouraged students to apply theoretical knowledge to real-world situations.

Incorporating tools like discussion boards, peer feedback, and small group projects provided students with opportunities to work collaboratively, thereby enhancing the learning process. This aligns with Power’s (2023) emphasis on creating engaging environments where students are prompted to actively interact with the content and each other.

The SAM Model for Rapid Prototyping

In addition to ADDIE, I used the Successive Approximation Model (SAM), which emphasizes rapid prototyping and iterative development. SAM focuses on getting quick feedback through a cyclical process of prototyping, testing, and refining. This approach allowed me to develop an initial version of the course, test it with peers, and then revise it based on the feedback received.

By following SAM, I was able to make continuous improvements to the course, which was essential in refining the structure, navigation, and content. Feedback from the peer review process helped highlight areas for improvement, such as the need for clearer instructions or additional interactive elements. This iterative process is crucial for ensuring that the course meets both the learning objectives and the needs of the students.

Blended Learning Model

The course was designed using the blended learning model, where students engage with both online materials and in-person activities or interactions. Blended learning, as Power (2023) discusses, can create a more flexible and engaging learning experience by combining the strengths of both online and face-to-face formats. While the course primarily takes place online, I have designed opportunities for synchronous meetings and live discussions to encourage interaction and build a sense of community among students. This model also supports varied learning styles, as students can engage with the material both independently and collaboratively.

The design and development of the Online Teaching Module were informed by several instructional design theories, models, and concepts that facilitated the creation of a student-centered, engaging, and inclusive learning experience. Power’s (2023) principles provided a clear foundation for applying constructivist approaches, active learning, and iterative development models. The integration of frameworks like ADDIE, UDL, and SAM allowed me to develop a course that is adaptable to diverse learner needs, fosters engagement, and promotes active participation. As I move forward with the final version of the course, these theories and models will continue to guide the refinement of the module to ensure it effectively supports learners in achieving the course objectives.
I included a mind map image of some of the key points from Power's (2023) book.  Enjoy!




Reference

Power, R. (2023). Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions

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