E-Learning for Training Traffic Incident Responders and Managers (2014)

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CHAPTER 2 Research Approach Introduction The research team’s approach to the research on this project was based on the ADDIE model of instructional systems design and program development. ADDIE is an acronym that stands for Analysis, Design, Development, Implementation, and Evaluation. It is possibly the best-known instructional design model providing a solid framework for designing e-learning environments. Consistency is a crucial concern whether developing a single course or a set of courses. This approach ensures both consistency and repeatability of the e-learning solution. Course development as envisioned by the research team follows the five steps of the ADDIE model as illustrated in Figure 2.1. The research team integrated the phases of this process within the tasks and subtasks defined in its proposal. Detailed information about the ADDIE model is included in Appendix A. Figure 2.1. ADDIE model. The research team’s instructional philosophy is based on the theory that there are three basic methods of learning: passive, inactive (“by the way” or demonstration), and active (“by doing”). Each phase of the model is described briefly below. Analysis Phase of the ADDIE Model The first step of the course development process is the analysis phase of the ADDIE model. During this phase, the research team examined three areas, virtually in parallel: the audience, the 3

task, and the environment. As instructional designers of a learner-centered course, the research team began by assessing: • The Audience: This phase of the project focused on evaluating the learners’ needs, assessing how to fill the gap between the current level of knowledge and the knowledge to be mastered, and determining the limits (if any) of the learning environment. • The Task: The subject matter to be mastered was analyzed carefully to determine the most effective way to adapt the course material to an e-learning format to best meet the needs of the audience. • The Environment: Any physical and/or technical constraints bearing on the learner’s environment were considered, such as bandwidth, user access, or audio equipment. A thorough analysis of these three broad areas allowed the research team to plan the e- learning system/course development process with accuracy and formulate a sound project plan. Design Phase of the ADDIE Model During the design phase, the research team specified the treatment of the course content, practice, and assessment activities as follows: • Developed a set of instructional strategies to ensure knowledge acquisition/retention; • Developed an array of assessment tools utilized to test the knowledge gained and elicit further knowledge; • Outlined and developed exercises or simulations that served as hands-on practice tools; and • Incorporated resources for added instructional value. Development Phase of the ADDIE Model During the development phase of the ADDIE model, the instructional designers fleshed out the course by applying the instructional strategies and developed the interactive elements determined in the design phase. Implementation and Evaluation Phases There is a great deal of back and forth during the implementation and evaluation phases. Once the course was developed, it was imperative that the project stakeholders [SHRP 2, Technical Expert Task Group (TETG), FHWA, NHI] review the materials before finalizing them for the pilot. This process took several iterations before the implementation phase could begin. Once implementation began, it was also imperative to continue the evaluation process. 4