Abstract

The ADDIE (analysis, design, development, implementation, and evaluation) model was applied to help redesign a General Chemistry course to improve student success in the course. A team of six professionals spent 18 months and over 1,000 man-hours in the redesign. The resultant course is a blend of online and face-to-face instruction that utilizes stable base groups throughout the face-to-face portion of the course. Students complete online assignments prior to class and must take a weekly online quiz each week. During face-to-face time, students answer clicker questions in groups throughout each class so class lecture has been essentially eliminated. The systematic attention to each step in ADDIE provided a well-organized process to help guide the team throughout the redesign process. The resulting design has significantly increased the average GPA for the course and significantly decreased the failure rate. (Contains 2 tables and 4 figures.)

Citation

Shibley, I., Amaral, K.E., Shank, J.D. & Shibley, L.R. (2011). Designing a Blended Course: Using ADDIE to Guide Instructional Design. Journal of College Science Teaching, 40(6), 80-85. Retrieved August 10, 2024 from https://www.learntechlib.org/p/111210/.

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Keywords

• academic achievement
• blended learning
• chemistry
• distance education
• Educational Strategies
• Grade Point Average
• higher education
• instructional design
• Likert Scales
• science education
• Science Instruction
• student attitudes
• Synchronous Communication